The primary goal of this study was to examine a theoretically based model of psychosocial risk factors and mediators leading to suicidal ideation in a normative sample of young adolescents, ages 12–15 years. Three self-report instruments were employed to tap the constructs of interest, the Self-Perception Profile for Children (Harter, 1985a), The Dimensions of Depression Profile (Harter, Nowakowski, & Marold, 1988), and the Social Support Scale for Children (Harter, 1985b). Utilizing path-analytic techniques, the best-fitting model includes, as potential antecedents, two self-concept clusters—(a) appearance, peer likability, and athletic competence and (b) scholastic competence and behavioral conduct—and two sources of social support — peer approval and parent approval. Paths from each of these constructs lead to a depression composite of affect, global self-worth, and hopelessness. The composite, in turn, functions as a mediator with a direct path to suicidal ideation. Comparisons of two subgroups of depressed adolescents defined by this composite, those with and without suicidal ideation, are also presented. The findings are discussed in terms of the need for theoretically based models that have implications for prevention and intervention in normative populations of adolescents.

One pathway to depression in children and adults is hypothesized to result from complex transactions among cognitive, stress, and interpersonal variables. Cognitive vulnerability includes not only appraisals of events and circumstances that emphasize personal unworthiness and incompetence, but also underlying beliefs and “working models” of the self and others. Such cognitions arise in part in the context of maladaptive attachment relations with the parents and may be reinforced by interpersonal incompetencies and difficulties in peer, family, and social relationships. Stressful conditions in early life and throughout development may undermine or erode the development of effective coping competencies. Moreover, maladaptive cognitions about the self and others, and ineffective coping competencies, may contribute to the occurrence of stressful events and circumstances —and these in turn may trigger depressive reactions. For many depressed people with chronic or recurrent depression, therefore, developmental processes play critical roles in the origin and continuation of the disorder.

Despite substantial interest in the therapeutic relationship by child clinicians, relationship processes in child therapy have been neglected by clinical researchers. In this paper, clinical and empirical perspectives on the therapeutic relationship in child treatment were reviewed. Initial findings indicated that the quality of the child's affective relationship with the therapist is associated with collaboration on therapy tasks. Given the recurrent finding of links between treatment collaboration and treatment outcome, research on factors that influence children's ability to form therapeutic relationships is recommended. To this end, a developmental social cognitive model of therapeutic alliance formation is proposed.

Urban, J., Carlson, E., Egeland, B., & Sroufe, L. A. (1991). Patterns of individual adaptation across childhood. Development and Psychopathology, 3, 445-460.

Page 459, Appendix: The list under “High functioning child with avoidant attachment history (male)” … “Bottom 5. (ending with lowest item–least characteristic)” should read: (24) Tends to brood and ruminate or worry. (22) Tries to manipulate others by ingration (e.g., by charm, coyness, or seductiveness). (53) Tends to be indecisive and vacillating. (23) Is fearful and anxious. (77) Appears to feel unworthy; thinks of self as “bad.” (94) Tends to be sulky or whiny.