Childhood depression and conduct disorder: II. An analysis of family interaction patterns in the home.

Abstract

Few researchers have assessed family interaction patterns associated with childhood depression, especially using observations in natural settings. We directly sampled the interaction patterns of families with depressed, conduct-disordered, mixed depressed-conduct-disordered, and comparison children ages 7-14 years in their homes during the evening meal. Observational measures were taken of positive and aversive behaviors and affect expression for both parents, the referred children, and their siblings. Results replicated previous research showing that conduct-disordered children express high levels of aversive behavior and anger and are part of a family system marked by conflict and aggression. The depressed children were exposed to maternal aversiveness but did not show any evidence of elevated levels of anger or aversiveness in their own behavior. Surprisingly, this was also true for the mixed-disorder children. High levels of depression in both groups of depressed children were associated with low levels of conflict and anger in family members. Overall, siblings showed very similar patterns of behavior, and were exposed to similar patterns of parental behavior, as the referred children. Results are discussed in terms of family models that emphasize the function of aggression and depression in the maintenance of child psychopathology. child category. All kappas were higher than 75% (M= 86.3, SD = 6.5). Observers were unaware of the family's group status and the specific hypotheses under investigation. depression in 7-to 14-year-olds or the rate at which such depression is detected and referred in this group is considerably lower in our community than elsewhere (Kazdin, 1990). Further research into ethnocultural variations in the occurrence and referral of childhood depression might reveal valuable epidemiological data. The final publication can be obtained online from APA PsycNET

Childhood depression and conduct disorder: I. Behavioral, affective, and cognitive aspects of family problem-solving interactions.

“…Finally, further research is needed that assesses family interaction patterns associated with childhood depression and conduct disorder in naturalistic settings. In the article by Dadds, Sanders, Morrison, & Rebgetz (1992) in this issue, the assessment of family interactions during the evening meal is described.…”

“…However, there have been few studies in which these methods have been used to assess depressed children. In the present study, we used structured clinic observations of interaction patterns during family problem-solving discussions, and in a second study (Dadds, Sanders, Morrison, & Rebgetz, 1992) reported elsewhere in this issue, we used naturalistic mealtime observations. Several authors have argued for the importance of problem-solving skills in the treatment of behavioral and emotional disturbance in children and adolescents (Alexander, 1973;Borduin et al, 1985;Dodge, 1985; Kazdin, Esveldt-Dawson, French, & Unis, 1987; Kendall & Braswell, 1985;Robin, 1981).…”

Parenting Behavior Dimensions and Child Psychopathology: Specificity, Task Dependency, and Interactive Relations

“…Because many studies have examined parent-child interactions in only one interaction task (e.g., Dadds, Sanders, Morrison, & Rebgetz, 1992) or have combined data across different tasks (Ge, Best, Conger, & Simons, 1996), little is known about the relation between parenting behavior in specific tasks and child psychopathology. Insofar as different studies have assessed the same parenting behavior but in different interaction tasks, cross-study comparisons may suggest that these parenting behaviors have non-specific effects when in fact their effects are specific to the particular interaction within which the parenting behavior occurs.…”

Caractéristiques familiales d’élèves du primaire ayant des troubles extériorisés et intériorisés

“…D'une part, des résultats indiquent que les parents d'élèves qui présentent à la fois des troubles intériorisés et extériorisés ont une relation davantage négative avec leur enfant que ceux d'élèves qui n'ont que l'un ou l'autre de ces troubles (Capaldi, 1991 ;Ge, Best, Conger et Simons, 1996 ;Marmorstein et Iacono 2004). D'autre part, des études montrent que la qualité de la relation parent-enfant dans le groupe où il y a concomitance des troubles est semblable à celle du groupe où les troubles sont extériorisés (Dadds, Sanders, Morrison et Rebgetz, 1992 ;Kim, Ge, Brody, Conger, Gibbons et Simons, 2003), voire meilleure (Sanders, Dadds, Johnston et Cash, 1992), cette relation étant toutefois moins bonne que celle observée lorsque les jeunes n'ont qu'un trouble intériorisé. Cependant, d'autres études ne révèlent pas de différence entre ces trois groupes, bien que ces relations demeurent plus négatives que celles observées chez les enfants n'ayant aucun trouble du comportement (Fortin et al, 2000 ;Talbot et Fleming, 2003).…”

“…Fortin et al (2000) ainsi que Talbot et Fleming (2003) observent aussi des résultats assez similaires entre ces groupes pour ce qui est des caractéristiques de la relation parent-enfant. Cependant, tout comme dans les études de Capaldi (1991), Dadds et al (1992), Kim et al (2003), Marmorstein et Iacono (2004) et Sanders et al (1992), nos résultats suggèrent que lorsqu'il y a des différences entre les groupes, celles-ci sont surtout à l'effet que les caractéristiques familiales du groupe « concomitant » sont plus problématiques que celles du groupe n'ayant que des troubles intériorisés. Dans la plupart de ces études, cependant, le groupe concomitant et le groupe aux problèmes extériorisés présentent des caractéristiques démographiques, parentales et de la relation parent-enfant assez similaires.…”