Hostname: page-component-cd9895bd7-dk4vv Total loading time: 0 Render date: 2024-12-23T06:24:17.803Z Has data issue: false hasContentIssue false
  • English
  • Français

Multidomain risk factors in early childhood and depression symptoms in 6-year-olds: A longitudinal pathway model

Published online by Cambridge University Press:  07 February 2019

Joyce Hopkins ,
Karen R. Gouze ,
John V. Lavigne  and
Fred B. Bryant
Joyce Hopkins*
Affiliation:
Department of Psychology, Illinois Institute of Technology, Chicago, IL, USA
Karen R. Gouze
Affiliation:
Ann & Robert H. Lurie Children's Hospital of Chicago, Feinberg School of Medicine, Northwestern University, and Mary Ann and J. Milburn Smith Child Health Research Program, Chicago, IL, USA
John V. Lavigne
Affiliation:
Ann & Robert H. Lurie Children's Hospital of Chicago, Feinberg School of Medicine, Northwestern University, and Mary Ann and J. Milburn Smith Child Health Research Program, Chicago, IL, USA
Fred B. Bryant
Affiliation:
Department of Psychology, Loyola University Chicago, Chicago, IL, USA
*
Author for Correspondence: Joyce Hopkins, Department of Psychology, Illinois Institute of Technology, 3424 South State Street, Chicago, IL60616; E-mail: [email protected].
Get access Rights & Permissions [Opens in a new window]

Abstract

This study examined effects of risk factors in multiple domains measured in preschool and kindergarten on age 6 depression symptoms, and on changes in symptom levels between ages 4 and 6. Two models were examined in a large, diverse (N = 796) community sample of children and parents. Risk variables included SES, stress, conflict, parental depression, parental hostility, support, scaffolding, child negative affect (NA), effortful control (EC), sensory regulation (SR), and attachment security. Model 1 included effects of risk factors at ages 4 and 5 on child depression symptoms at age 6. Model 2 also included depression symptoms at all three ages to examine changes in these symptoms. Model 1 revealed that age 4 and 5 parental depression, NA, EC, and SR predicted age 6 child depression levels, Several age 4 variables had indirect pathways to age 6 depression via age 5 EC. Model 2 revealed that preschool depression was the only age 4 variable, and EC and SR were the only age 5 variables that significantly predicted increases in age 6 depression. These findings highlight the role of self-regulation in child depression and suggest that targeting self-regulation may be an effective prevention and intervention strategy.

Keywords

longitudinal model pathwayage-6 depression
Type
Regular Articles
Information
Development and Psychopathology , Volume 32 , Issue 1 , February 2020 , pp. 57 - 71
Copyright
Copyright © Cambridge University Press 2019

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

Abidin, R. R. (1995). Manual for the Parenting Stress Index. Odessa, FL: Psychological Assessment Resources.Google Scholar
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411–423.CrossRefGoogle 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, 511, 1173–1182.CrossRefGoogle Scholar
Beck, A. T., Steer, R. A., & Garbin, M. G. (1988). Psychometric properties of the Beck Depression Inventory: Twenty-five years of evaluation. Clinical Psychology Review, 8, 77–100.CrossRefGoogle Scholar
Ben-Sasson, A., Carter, A. S., & Briggs-Gowan, M. J. (2009). Sensory over-responsivity in elementary school: Prevalence and social-emotional correlates. Journal of Abnormal Child Psychology, 37, 705–716.CrossRefGoogle ScholarPubMed
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588–606.CrossRefGoogle Scholar
Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.CrossRefGoogle Scholar
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press.Google Scholar
Bryant, F. B., & Satorra, A. (2012). Principles and practice of scaled difference chi-square testing. Structural Equation Modeling, 19, 372–398. doi:10.1080/10705511.2012.687671CrossRefGoogle Scholar
Bufferd, S. J., Dougherty, L. R., Olino, T. M., Dyson, M. W., Laptook, R. S., Carlson, G. A., & Klein, D. N. (2014). Predictors of the onset of depression in young children: A multi-method, multi-informant longitudinal study from ages 3 to 6. Journal of Child Psychology and Psychiatry, 55, 1279–1287.CrossRefGoogle ScholarPubMed
Cicchetti, D., & Toth, S. L. (1998). The development of depression in children and adolescents. American Psychologist, 53, 221–241.CrossRefGoogle ScholarPubMed
Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 385–396.CrossRefGoogle ScholarPubMed
Côté, S. M., Boivin, M., Liu, X., Nagin, D. S., Zoccolillo, M., & Tremblay, R. E. (2009). Depression and anxiety symptoms: Onset, developmental course and risk factors during early childhood. Journal of Child Psychology and Psychiatry, 50, 1201–1208.CrossRefGoogle ScholarPubMed
Cudeck, R., & du Toit, S. (2009). General structural equation models. In Millsap, R. E. & Maydeu-Olivares, A. (Eds.), The Sage handbook of quantitative methods in psychology (pp. 515–539). Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
Downey, G., & Coyne, J. C. (1990). Children of depressed parents: An integrative review. Psychological Bulletin, 108, 50–76.CrossRefGoogle Scholar
Dunn, L., & Dunn, L. (1997). The Peabody Picture Vocabulary Test (3rd ed.). Circle Pines, MN: American Guidance Service.Google Scholar
Eisenberg, N., Cumberland, A., Spinrad, T. L., Fabes, R. A., Shepard, S. A., Reiser, M., … Guthrie, I. K. (2001). The relations of regulation and emotionality to children's externalizing and internalizing problem behavior. Child Development, 72, 1112–1134.CrossRefGoogle ScholarPubMed
Eisenberg, N., Valiente, C., Spinrad, T. L., Cumberland, A., Liew, J., Reiser, M., … Losoya, S. H. (2009). Longitudinal relations of children's effortful control, impulsivity, and negative emotionality to their externalizing, internalizing, and co-occurring behavior problems. Developmental Psychology, 45, 988–1008.CrossRefGoogle ScholarPubMed
Fisher, P., & Lucas, C. (2004). Diagnostic Interview Schedule for Children (DISC-IV)—Young Child. New York: Columbia University Press.Google Scholar
Gadow, K. D., & Sprafkin, J. (2000). Early Childhood Inventory-4: Screening manual. Sonybrook, NY: Checkmate Plus.Google Scholar
Gaylord-Harden, N. K., Cunningham, J. A., Grant, K. E., & Holmbeck, G. N. (2010). Suppressor effects in coping research with African American adolescents from low-income communities. Journal of Consulting and Clinical Psychology, 78, 843–855. doi:10.1037/a0020063CrossRefGoogle ScholarPubMed
Gilman, S. E., Kawachi, I., Fitzmaurice, G. M., & Buka, S. L. (2003). Socio-economic status, family disruption and residential stability in childhood: Relation to onset, recurrence and remission of major depression. Psychological Medicine, 33, 1341–1355.CrossRefGoogle ScholarPubMed
Gouze, K. R., Hopkins, J., LeBailly, S. A., & Lavigne, J. V. (2009). Re-examining the epidemiology of sensory regulation dysfunction and co-morbid psychopathology. Journal of Abnormal Child Psychology, 37, 1077–1087. doi:10.1007/s10802-009-9333-1CrossRefGoogle Scholar
Gouze, K. R., Lavigne, J. V., Hopkins, J., Bryant, F. M., & LeBailly, S. (2012). The relationship between temperamental negative affect, effortful control, and sensory regulation: A new look. Infant Mental Health Journal, 33, 620–632. doi:10.1002/imhj.21363CrossRefGoogle ScholarPubMed
Graham, C. A., & Easterbrooks, M. A. (2000). School-aged children's vulnerability to depressive symptomatology: The role of attachment security, maternal depressive symptomatology, and economic risk. Development and Psychopathology, 12, 201–213. doi:10.1017/S0954579400002054CrossRefGoogle ScholarPubMed
Graham, J. W. (2009). Missing data analysis: Making it work in the real world. Annual Review of Psychology, 60, 549–576. doi:10.1146/annurev.psych.58.110405.085530CrossRefGoogle ScholarPubMed
Hollingshead, A. B. (1975). Four-Factor Index of Social Position. Unpublished manuscript, Yale University, Department of Sociology.Google Scholar
Hollon, S. (2016). The efficacy and acceptability of psychological interventions for depression: Where we are now and where we are going. Epidemiology and Psychiatric Sciences, 25 295–300.CrossRefGoogle ScholarPubMed
Hopkins, J., Lavigne, J. V., Gouze, K. R., LeBailly, S. A., & Bryant, F. B. (2013). Multi-domain models of risk factors for depression and anxiety symptoms in preschoolers: Evidence for multifinality and specificity. Journal of Abnormal Child Psychology, 41, 705–722. doi:10.1007/s10802-013-9723-2CrossRefGoogle Scholar
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.CrossRefGoogle Scholar
Joreskog, K. G., & Sorbom, D. (2006). LISREL for Windows. Chicago, IL: Chicago Scientific International.Google Scholar
Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.Google Scholar
Kok, R., Linting, M., Bakermans-Kranenburg, M. J., van Ijzendoorn, M. H., Jaddoe, V. W., Hofman, A., … Tiemeier, H. (2013). Maternal sensitivity and internalizing problems: Evidence from two longitudinal studies in early childhood. Child Psychiatry and Human Development, 44, 751–765. doi:10.1007/s10578-013-0369-7CrossRefGoogle ScholarPubMed
Lansford, J. E., Sharma, C., Malone, P. S., Woodlief, D., Dodge, K. A., Oburu, P., … Di Giunta, L. (2014). Corporal punishment, maternal warmth, and child adjustment: A longitudinal study in eight countries. Journal of Clinical Child and Adolescent Psychology, 43, 670–685.CrossRefGoogle ScholarPubMed
Lavigne, J. V., Arend, R., Rosenbaum, D., Binns, H. J., Christoffel, K. K., & Gibbons, R. D. (1998). Psychiatric disorders with onset in the preschool years: I. Stability of diagnosis. Journal of the American Academy of Child & Adolescent Psychiatry, 37, 1246–1254.CrossRefGoogle Scholar
Lavigne, J. V., Hopkins, J., Gouze, K. R., & Bryant, F. B. (2015). Bidirectional influences of anxiety and depression in young children. Journal of Abnormal Child Psychology, 42. doi:10.1007/s10802-014-9884-7Google Scholar
Lengua, L. J., West, S. G., & Sandler, I. N. (1998). Temperament as a predictor of symptomatology in children: Addressing contamination of measures. Child Development, 69, 164–181.CrossRefGoogle ScholarPubMed
Lorant, V., Deliege, D., Eaton, W., Robert, A., Philippot, P., & Ansseau, M. (2003). Socioeconomic inequalities in depression: A meta-analysis. American Journal of Epidemiology, 157, 98–112.CrossRefGoogle ScholarPubMed
Lovejoy, M. C., Weis, R., O'Hare, E., & Rubin, E. C. (1999). Development and initial validation of the Parent Behavior Inventory. Psychological Assessment, 4, 1–12.Google Scholar
Luby, J. L., Belden, A. C., Pautsch, J., Si, X., & Spitznagel, E. (2009). The clinical significance of preschool depression: Impairment in functioning and clinical markers of the disorder. Journal of Affective Disorders, 112, 111–119. doi:10.1016/j.jad.2008.03.026CrossRefGoogle ScholarPubMed
Luby, J. L., Belden, A. C., & Spitznagel, E. (2006). Risk factors for preschool depression: The mediating role of early stressful life events. Journal of Child Psychology and Psychiatry, 47, 1292–1298.Google ScholarPubMed
Luby, J. L., Gaffrey, M. S., Tillman, R., April, L. M., & Belden, A. C. (2014). Trajectories of preschool disorders to full DSM depression at school age and early adolescence: Continuity of preschool depression. American Journal of Psychiatry, 171, 768–776. doi:10.1176/appi.ajp.2014.13091198CrossRefGoogle ScholarPubMed
Luby, J., Heffelfinger, A. K., Mrakotsky, C., Hessler, M. J., Brown, K. M., & Hildebrand, T. (2002). Preschool major depressive disorder: Preliminary validation for developmentally-modified DSM-IV criteria. Journal of the American Academy of Child & Adolescent Psychiatry, 41, 928–937.CrossRefGoogle ScholarPubMed
Luby, J., Lenze, S., & Tillman, R. (2012). A novel early intervention for preschool depression: Findings from a pilot randomized controlled trial. Journal of Child Psychology and Psychiatry, 53, 313–322.CrossRefGoogle ScholarPubMed
Luby, J. L., Si, X., Belden, A. C., Tandon, M., & Spitznagel, E. (2009). Preschool depression: Homotypic continuity and course over 24 months. Archives of General Psychiatry, 66, 897–905. doi:10.1001/archgenpsychiatry.2009.97CrossRefGoogle ScholarPubMed
MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1, 130–149.CrossRefGoogle Scholar
Madigan, S., Atkinson, L., Laurin, K., & Benoit, D. (2013). Attachment and internalizing behavior in early childhood: A meta-analysis. Developmental Psychology, 49, 672–689.CrossRefGoogle ScholarPubMed
Mallinckrodt, B., Abraham, W. T., Wei, M., & Russell, D. W. (2006). Advances in testing the statistical significance of mediation effects. Journal of Counseling Psychology, 53, 372–378. doi:10.1037/0022-0167.53.3.372CrossRefGoogle Scholar
Marsh, H. W., Hau, K., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings. Structural Equation Modeling, 11, 320–341.CrossRefGoogle Scholar
Masten, A. S., & Cicchetti, D. (2010). Developmental cascades. Development and Psychopathology, 22, 491–495.CrossRefGoogle ScholarPubMed
McCubbin, H. I., & Patterson, J. (1996). Family strains. In McCubbin, H., Thompson, A., & McCubbin, M. A. (Eds.), Family assessment: Resiliency, coping, and adaptation—Inventories for research and practice (pp. 823–841). Madison, WI: University of Wisconsin System.Google Scholar
McCubbin, H. I., Thompson, A., & Elver, K. M. (1996). Family Distress Index (FDI). In McCubbin, H. I., Thompson, A., & McCubbin, M. A. (Eds.), Family assessment: Resiliency, coping, and adaptation—Inventories for research and practice (pp. 783–788). Madison, WI: University of Wisconsin System.Google Scholar
McCubbin, M. A., McCubbin, H. I., & Thompson, A. I. (1996). Family Problem Solving and Communication (FPSC). In McCubbin, H. I., Thompson, A., & McCubbin, M. A. (Eds.), Family assessment: Resiliency, coping, and adaptation—Inventories for research and practice (pp. 639–686). Madison, WI: University of Wisconsin System.Google Scholar
McIntosh, D. M., Miller, L. J., Shyu, V., & Hagerman, R. J. (1999). Sensory-modulation disruption, electrodermal responses, and functional behaviors. Developmental Medicine and Child Neurology, 41, 608–615.CrossRefGoogle ScholarPubMed
McLeod, B. D., Weisz, J. R., & Wood, J. J. (2007). Examining the association between parenting and childhood depression: A meta-analysis. Clinical Psychology Review, 27, 986–1003. doi:10.1016/j.cpr.2007.03.001CrossRefGoogle ScholarPubMed
Moos, R. H., & Moos, B. S. (1986). Family Environment Scale Manual. Palo Alto, CA: Consulting Psychologists Press.Google Scholar
Mosier, C. I. (1943). On the reliability of a weighted composite. Psychometrika, 8, 161–168. doi:10.1007/BF02288700CrossRefGoogle Scholar
Mulvey, E. P., Steinberg, L., Fagan, J., Cauffman, E., Piquero, A. R., Chassin, L., … Losoya, S. H. (2004). Theory and research on desistance from antisocial activity among serious adolescent offenders. Youth Violence and Juvenile Justice, 2, 213–236.CrossRefGoogle ScholarPubMed
Muris, P., & Ollendick, T. H. (2005). The role of temperament in the etiology of child psychopathology. Clinical Child and Family Psychology Review, 8, 271–289.CrossRefGoogle ScholarPubMed
Murray-Close, D., Hoza, B., Hinshaw, S. P., Arnold, L. E., Swanson, J., Jensen, P. S., … Wells, K. (2014). Developmental processes in peer problems of children with attention deficit/ hyperactivity disorder in The Multimodal Treatment Study of Children With ADHD: Developmental cascades and vicious cycles: Corrigendum. Development and Psychopathology, 26, 287.CrossRefGoogle Scholar
NICHD Early Childhood Research Network. (1999). Child care and mother-child interaction in the first three years of life. Developmental Psychology, 35, 1399–1413.CrossRefGoogle Scholar
Nunnally, J., & Bernstein, I. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.Google Scholar
Radloff, L. A. (1977). The CES-D Scale: A self-report depression scale for research in the general population. Applied Psychological Measurement, 1, 385–401.CrossRefGoogle Scholar
Rothbart, M. K., Ahadi, S. A., Hershy, K. L., & Fisher, P. (2001). Investigation of temperament at three to seven years: The Children's Behavior Questionnaire. Child Development, 72, 1394–1408.CrossRefGoogle Scholar
Satorra, A., & Bentler, P. M. (1994). Corrections to test statistics and standard errors in covariance structure analysis. In von Eye, A. & Clogg, C. C. (Eds.), Latent variables analysis: Applications for developmental research (pp. 399–419). Thousand Oaks, CA: Sage.Google Scholar
Sroufe, L. A. (2005). Attachment and development: A prospective, longitudinal study from birth to adulthood. Attachment & Human Development, 7, 349–367.CrossRefGoogle Scholar
Taylor, A. B., & MacKinnon, D. P. (2012). Four applications of permutation methods to testing a single-mediator model. Behavior Research Methods, 44, 806–844.CrossRefGoogle ScholarPubMed
Thomas, A., & Chess, S. (1977). Temperament and development. New York: Brunner/Mazel.Google Scholar
van IJzendoorn, M. H., Vereijken, C., Bakermans-Kranenburg, M., & Riksen-Walraven, J. (2004). Assessing attachment security with the Attachment Q-sort: Meta-analytic evidence for the validity of the observer AQS. Child Development, 75, 1188–1213.CrossRefGoogle ScholarPubMed
Waters, E. (1987). Attachment Q-Set (version 3.0). Sony Brook, NY: State University of New York at Stony Brook.Google Scholar
Whalen, D. J., Luby, J. L., Tilman, R., Mike, A., Barch, D., & Belden, A. C. (2016). Latent class profiles of depressive symptoms from early to middle childhood: Predictors, outcomes, and gender effects. Journal of Child Psychology and Psychiatry, 57, 794–804.CrossRefGoogle ScholarPubMed
Whalen, D. J., Sylvester, C. M., & Luby, J. L. (2017). Depression and anxiety in preschoolers: A review of the past 7 years. Child and Adolescent Psychiatric Clinics of North America, 26, 503–522.CrossRefGoogle ScholarPubMed
Wickrama, T., & Vazsonyi, A. T. (2011). School contextual experiences and longitudinal changes in depressive symptoms from adolescence to young adulthood. Journal of Community Psychology, 39, 566–575.CrossRefGoogle Scholar
Supplementary material: File

Hopkins et al. supplementary material

Table S1

Download Hopkins et al. supplementary material(File)
File 45.6 KB