Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-22T19:36:26.826Z Has data issue: false hasContentIssue false
  • English
  • Français

Depressive symptoms over first grade and their response to a developmental epidemiologically based preventive trial aimed at improving achievement

Published online by Cambridge University Press:  31 October 2008

Sheppard G. Kellam ,
George W. Rebok ,
Lawrence S. Mayer ,
Nick Ialongo  and
Cynthia R. Kalodner
Sheppard G. Kellam*
Affiliation:
Prevention Research Center, Johns Hopkins School of Hygiene & Public Health
George W. Rebok
Affiliation:
Prevention Research Center, Johns Hopkins School of Hygiene & Public Health
Lawrence S. Mayer
Affiliation:
Prevention Research Center, Johns Hopkins School of Hygiene & Public Health Arizona State University
Nick Ialongo
Affiliation:
Prevention Research Center, Johns Hopkins School of Hygiene & Public Health
Cynthia R. Kalodner
Affiliation:
Washington College
*
Address correspondence and reprint requests to: Dr. Sheppard Kellam, Prevention Research Center, Mason F. Lord Building, Suite 500, 4940 Eastern Avenue, Baltimore, MD 21224.
Get access Rights & Permissions [Opens in a new window]

Abstract

This article is about the course of depressive symptoms during a classroom-based randomized preventive field trial aimed at improving reading achievement among first-grade children in an urban population of mixed ethnicity and lower middle to low socioeconomic status. In the fall, children reported high levels of depressive symptoms, a risk factor for major depressive disorder. There was a linear relationship in the fall between depressive symptoms and achievement test scores. Among male children in intervention classrooms whose gain in achievement was at least the national average, depression from fall to spring was decreased, compared to those whose achievement gain was lower. Among female children both in the control and in the intervention classrooms, there was also a significant relationship between gain in achievement and the course of depression.

Type
Articles
Information
Development and Psychopathology , Volume 6 , Issue 3 , Summer 1994 , pp. 463 - 481
Copyright
Copyright © Cambridge University Press 1994

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.)

References

American Psychiatric Association. (1987). Diagnostic and statistical manual of mental disorders (3rd ed., rev.). Washington, DC: Author.Google Scholar
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1882.CrossRefGoogle ScholarPubMed
Beck, A. T. (1976). Cognitive therapy and emotional disorders. New York: Guilford Press.Google Scholar
Broughton, J. (1978). Infants' reactions to unfamiliar persons and novel objects. Monographs of the Society for Research in Child Development, 37(Serial No. 148).Google Scholar
Brown, C. H. (1993). Statistical methods for preventive trials in mental health. Statistics in Medicine, 12, 289–300.CrossRefGoogle ScholarPubMed
Caspi, A., & Moffitt, T. E. (1991). Individual differences are accentuated during periods of social change: The sample case of girls at puberty. Journal of Personality and Social Psychology, 61, 157–168.CrossRefGoogle ScholarPubMed
Cicchetti, D., & Schneider-Rosen, K. (1986). An organizational approach to childhood depression. In Rutter, M., Izard, C., & Read, P. (Eds.), Depression in young people: Developmental and clinical perspectives (pp. 71–134). New York: Guilford Press.Google Scholar
Digdon, N., & Gotlib, I. (1985). Developmental considerations in the study of childhood depression. Developmental Review, 3, 162–199.CrossRefGoogle Scholar
Dolan, L. J., Kellam, S. G., Brown, C. H., Werthamer-Larsson, L., Rebok, G. W., Mayer, L. S., Laudolff, J., Turkkan, J., Ford, C., & Wheeler, L. (1993). The short-term impact of two classroom-based preventive interventions on aggressive and shy behaviors and poor achievement. Journal of Applied Developmental Psychology, 14, 317–345.CrossRefGoogle Scholar
Dweck, C. S. (1977). Learned helplessness: A developmental approach. In Schulterbrandt, J. G. & Raskin, A. (Eds.), Depression in childhood: Diagnosis, treatment, and conceptual models (pp. 127–130). New York: Raven Press.Google Scholar
Edelsohn, G., Ialongo, N., Werthamer-Larsson, L., Crockett, L., & Kellam, S. (1992). Self-reported depressive symptoms in first-grade children: Devel-opmentally transient phenomena? Journal of the American Academy of Child and Adolescent Psychiatry, 31, 282–290.CrossRefGoogle Scholar
Ensminger, M. E., Kellam, S. G., & Rubin, D. R. (1983). School and family origins of delinquency: Comparisons by sex. In Van Dusen, K. T. & Mednick, S. A. (Eds.), Prospective studies of crime and delinquency (pp. 73–97). Boston: Kluwer-Nijhoff.CrossRefGoogle Scholar
Ensminger, M. E., & Slusarcick, A. L. (1992). Paths to high school graduation or dropout: A longitudinal study of a first-grade cohort. Sociology of Education, 95–113.CrossRefGoogle Scholar
Graham, S. (1991). A review of attribution theory in achievement contexts. Educational Psychology Review, 3, 5–39.CrossRefGoogle Scholar
Greenley, J. R., & Mechanic, D. (1976). Social selection in seeking help for psychological problems. Journal of Health and Social Behavior, 17, 249–262.CrossRefGoogle ScholarPubMed
Greenley, J. R., Mechanic, D., & Clearly, P. (1987). Seeking help for psychological problems: A replication and an extension. Medical Care, 25, 1113–1118.CrossRefGoogle Scholar
Heyman, G. D., Dweck, C. S., & Cain, K. M. (1992). Young children's vulnerability to self-blame and helplessness: Relationship to beliefs and goodness. Child Development, 63, 401–415.CrossRefGoogle ScholarPubMed
Ialongo, N., Edelsohn, G., Werthamer-Larsson, L., Crockett, L., & Kellam, S. (1993). Are self-reported depressive symptoms in first-grade children developmentally transient phenomena? A further look. Development and Psychopathology, 5, 431–455.CrossRefGoogle Scholar
James, L. R., & Brett, J. M. (1984). Mediators, moderators, and tests for mediation. Journal of Applied Psychology, 69, 307–321.CrossRefGoogle Scholar
Judd, C. M., & Kenny, D. A. (1981). Process analysis: Estimating mediation in treating evaluations. Evaluation Review, 5, 602–619.CrossRefGoogle Scholar
Kashani, J., McGee, R., Clarkson, S., Anderson, S., Walton, L., Williams, S., Silva, P., Robins, A., Cytryn, L., & McKnew, D. H. (1983). Depression in a sample of 9-year old children. Archives of General Psychiatry, 40, 1217–1223.CrossRefGoogle Scholar
Kellam, S. G. (1990). Developmental epldemiologic framework for family research on depression and aggression. In Patterson, G. R. (Ed.), Depression and aggression in family interaction (pp. 11–48). Hillsdale, NJ: Erlbaum.Google Scholar
Kellam, S. G. (1991). A developmental epidemiologi-cal research program for the prevention of mental distress and disorder, heavy drug use, and violent behavior. In Parry-Jones, W. & Queloz, N. (Eds.), Mental health and deviance In Inner cities (pp. 101–108). Geneva: World Health Organization.Google Scholar
Kellam, S. O., Adams, R. O., Brown, C. H., & Ensminger, M. E. (1982). The long-term evolution of family structure of teenage and older mothers. Journal of Marriage and the Family, 44, 539–554.CrossRefGoogle Scholar
Kellam, S. G., Branch, J. D., Agrawal, K. C., & Ensminger, M. E. (1975). Mental health and going to school: The Woodlawn program of assessment early intervention, and evaluation. Chicago: University of Chicago Press.Google Scholar
Kellam, S. G., Brown, C. H., Rubin, B. R., & Ensminger, M. E. (1983). Paths leading to teenage psychiatric symptoms and substance use: Developmental epidemiological studies in Woodlawn. In Guze, S. B., Earls, F. J., & Barrett, J. E. (Eds.), Childhood psychopathology and development (pp. 17–55). New York: Raven Press.Google Scholar
Kellam, S. G., & Ensminger, M. E. (1980). Theory and method in child psychiatric epidemiology. In Earls, F. (Ed.), Studies of children (pp. 145–180). New York: Prodist.Google Scholar
Kellam, S. G., & Rebok, G. W. (1992). Building developmental and etiological theory through epidemio-logically based preventive intervention trials. In McCord, J. & Tremblay, R. E. (Eds.), Preventing antisocial behavior: Interventions from birth through adolescence (pp. 162–195). New York: Guilford Press.Google Scholar
Kellam, S. G., Rebok, G. W., lalongo, N., & Mayer, L. S. (1994). The course and malleability of aggressive behavior from early first grade into middle school: Results of a developmental epidemiologi-cally-based preventive trials. The Journal of Child Psychology and Psychiatry, 35, 259–281.CrossRefGoogle Scholar
Kellam, S. G., Werthamer-Larsson, L., Dolan, L. J., Brown, C. H., Mayer, L. S., Rebok, G. W., Anthony, J. C., Laudolff, J., Edelsohn, G., & Wheeler, L. (1991). Developmental epidemiologi-cally-based preventive trials: Baseline modeling of early target behaviors and depressive symptoms. American Journal of Community Psychology, 19, 563–584.CrossRefGoogle ScholarPubMed
Kohlberg, L., Ricks, D., & Snarey, J. (1984). Childhood development as a predictor of adaptation in adulthood. Genetic Psychology Monographs, 110, 91–172.Google Scholar
Kovacs, M. (1983). The Children's Depression Inventory: A self-rated depression scale for school-age youngsters. Unpublished manuscript, University of Pittsburgh, Pittsburgh, PA.Google Scholar
Kovacs, M. (1986). A developmental perspective on methods and measures in the assessment of depressive disorders: The clinical interview. In Rutter, M., Izard, C., & Read, P. (Eds.), Depression in young people (pp. 435–465). New York: Guilford Press.Google Scholar
Lefkowitz, M. M. (1980). Childhood depression: A reply to Costello. Psychological Bulletin, 87, 191–194.CrossRefGoogle ScholarPubMed
Lefkowitz, M. M., & Burton, N. (1978). Childhood depression: A critique of the concept. Psychological Bulletin, 87, 191–194.CrossRefGoogle Scholar
Lefkowitz, M. M., & Tesiny, E. P. (1985). Depression in children: Prevalence and correlates. Journal of Consulting and Clinical Psychology, 53, 647–656.CrossRefGoogle ScholarPubMed
Livesley, W. J., & Bromley, D. B. (1973). Person perception in childhood and adolescence. New York-Wiley.Google Scholar
Rutter, M. L. (1986). Child psychiatry: The interface between clinical and developmental research. Psychological Medicine, 16, 151–169.CrossRefGoogle ScholarPubMed
Rutter, M. L., Tizard, J., & Whitmore, K. (Eds.). (1970). Education, health and behavior: Psychological and medical study of childhood development. New York: Wiley.Google Scholar
Seligman, M. E. P., Peterson, C., Kaslow, N. J., Tanenbaum, R. L., Alloy, L. B., & Abramson, L. Y. (1984). Attribution style and depressive symptoms among children. Journal of Abnormal Psychology, 93, 235–238.CrossRefGoogle ScholarPubMed
Shaffer, D., Stokman, C., O'Connor, P. A., Shafer, S., Barmack, J. E., Hess, S., & Spaulten, D. (1979, 11). Early soft neurological signs and later psychopathological development. Paper presented at the meeting of the Society for Life History Research in Psychopathology and Society for the Study of Social Biology, New York.Google Scholar
Sroufe, L. A. (1979). The coherence of individual development: Early care, attachment, and subsequent development issues. American Psychologist, 34, 834–841.CrossRefGoogle Scholar
Stipek, D., & Daniels, D. (1988). Declining perceptions of competence: A consequence of changes in the child or in the educational environment? Journal of Educational Psychology, 80, 352–356.CrossRefGoogle Scholar
Stipek, D., & Maclver, D. (1989). Developmental changes in childrens' assessment of intellectual competence. Child Development, 60, 521–538.CrossRefGoogle Scholar
Wardrop, J. L. (1989). Review of the California Achievement Tests, Forms E and F. In Conoley, J. Cose & Kramer, J. (Eds.), The tenth mental measurements yearbook (pp. 128–133). Lincoln: University of Nebraska Press.Google Scholar
Weiss, P. (1949). The biological basis of adaptation. In Romano, J. (Ed.), Adaptation (pp. 7–14). Ithaca, NY: Cornell University Press.Google Scholar
Werthamer-Larsson, L., Kellam, S. G., & Wheeler, L. (1991). Effect of First-grade classroom environment on shy behavior, aggressive behavior, and concentration problems. American Journal of Community Psychology, 19, 585–602.CrossRefGoogle ScholarPubMed