Validity of Beck's Cognitive Theory of Depression With Nonreferred Adolescents

Moilanen, Donna L.

doi:10.1002/j.1556-6676.1995.tb01777.x

Cited by 22 publications

(13 citation statements)

References 31 publications

(36 reference statements)

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“…Similar convergent validity estimates have been reported for the BHS in adolescent samples (see Gutierrez, Osman, Kopper, & Barrios, 2000;Osman et al, 2004). The measure also has shown adequate reliability and discriminant validity estimates in nonreferred samples (see Lyndall, 2001;Moilanen, 1995). The KR-20 reliability estimate of the BHS in this sample was good (.89, 95% CI 5 .88, .91; mean interitem r 5 .29, M 5 4.93, SD 5 4.75).…”

Section: Measures and Proceduressupporting

confidence: 73%

Psychometric properties of the Beck Depression Inventory‐II in nonclinical adolescent samples

Barrios²,

et al. 2007

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This study examined the factor structure and psychometric properties of the Beck Depression Inventory-II (BDI-II; A. T. Beck, Steer, & Brown, 1996) in samples of high-school adolescents (N=414; 210 boys and 204 girls, ages 14-18 years). Confirmatory factor analyses provided satisfactory fit estimates for the two- and three-factor oblique solutions reported frequently in the extant literature. The solution to a general factor with domain-specific somatic and cognitive-affective factors was examined as an alternative model to previously established models for the current high-school sample data. Results provided stronger support for the general factor model. Estimates of internal consistency for scores on this instrument were high (coefficient alpha=.92, average interitem correlation=.35). The mean BDI-II total score for the nonclinical samples (M=12.50, SD=10.50) was compared with the mean scores reported for various adolescent normative samples in the extant literature. The BDI-II total score correlated moderately and significantly with scores on self-report measures of hopelessness (r=.63), anxiety (r=.53), and suicide-related behaviors (r=.57), providing support of adequate correlates for the BDI-II. Estimates of known-groups validity were evaluated using data from a small sample of 167 clinical adolescent inpatients. Specific study findings, limitations, and recommendations are discussed.

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Section: Measures and Proceduressupporting

confidence: 73%

Psychometric properties of the Beck Depression Inventory‐II in nonclinical adolescent samples

Barrios²,

et al. 2007

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“…Third, we hypothesized that incidental recall of positive versus negative personal adjectives (following negative mood induction and a self-referent encoding task) would discriminate between victimized and non-victimized youths. Like nondepressed individuals, non-victimized youths should have better recall for positive than negative words; like depressed individuals, victimized youths should recall negative and positive words equally well (Cole & Jordan, 1995; Gencoz, Voelz, Gencoz, Pettit, & Joiner, 2001; Hammen & Zupan, 1984; Moilanen, 1995; Prieto, Cole, & Tageson, 1992; Timbremont & Braet, 2004; Woolgar & Tranah, 2010).…”

Section: The Current Studymentioning

confidence: 99%

Linking Peer Victimization to the Development of Depressive Self-Schemas in Children and Adolescents

Cole

Dukewich

Roeder

et al. 2013

J Abnorm Child Psychol

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Previous theory and research suggest that childhood experiences are more likely to generate depressive self-schemas when they focus attention on negative information about oneself, generate strong negative affect, and are repetitive or chronic. Persistent peer victimization meets these criteria. In the current study, 214 youths (112 females) with empirically-validated histories of high or low peer victimization completed self-report measures of negative and positive self-cognitions as well as incidental recall and recognition tests following a self-referent encoding task. Results supported the hypothesis that depressive self-schemas are associated with peer victimization. Specifically, peer victimization was associated with stronger negative self-cognitions, weaker positive self-cognitions, and an elimination of the normative memorial bias for recall of positive self-referential words. Effects were stronger for relational and verbal victimization compared to physical victimization. Support accrues to a model about the social-developmental origins of cognitive diatheses for depression.

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“…Beck, Rush, Shaw, and Emery (1979) suggested seven types of cognitive errors: overgeneralizing, selective abstraction, personal causality, predicting without sufficient evidence, making self‐references, catastrophizing, and thinking dichotomously. A number of studies has suggested that cognitive distortions are associated not only with depression or internalizing symptomatology but also with externalizing type psychopathology in both adults and young people (Garber, Weiss, & Shanley, 1993; Gotlib, Lewinsohn, Seeley, Rhode, & Redner, 1993; Hammen & Zupan, 1984; Kaslow, Rehm, & Siegel, 1984; Leung & Wong, 1998; Moilanen, 1995; Seligman et al ., 1984).…”

Section: Introductionmentioning

confidence: 99%

Gender differences in the pathway from adverse life events to adolescent emotional and behavioural problems via negative cognitive errors

Flouri¹,

Panourgia²

2010

British J of Dev Psycho

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The aim of this study was to test for gender differences in how negative cognitive errors (overgeneralizing, catastrophizing, selective abstraction, and personalizing) mediate the association between adverse life events and adolescents' emotional and behavioural problems (measured with the Strengths and Difficulties Questionnaire). The sample consisted of 202 boys and 227 girls (aged 11-15 years) from three state secondary schools in disadvantaged areas in one county in the South East of England. Control variables were age, ethnicity, special educational needs, exclusion history, family structure, family socio-economic disadvantage, and verbal cognitive ability. Adverse life events were measured with Tiet et al.'s (1998) Adverse Life Events Scale. For both genders, we assumed a pathway from adverse life events to emotional and behavioural problems via cognitive errors. We found no gender differences in life adversity, cognitive errors, total difficulties, peer problems, or hyperactivity. In both boys and girls, even after adjustment for controls, cognitive errors were related to total difficulties and emotional symptoms, and life adversity was related to total difficulties and conduct problems. The life adversity/conduct problems association was not explained by negative cognitive errors in either gender. However, we found gender differences in how adversity and cognitive errors produced hyperactivity and internalizing problems. In particular, life adversity was not related, after adjustment for controls, to hyperactivity in girls and to peer problems and emotional symptoms in boys. Cognitive errors fully mediated the effect of life adversity on hyperactivity in boys and on peer and emotional problems in girls.

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Validity of Beck's Cognitive Theory of Depression With Nonreferred Adolescents

Cited by 22 publications

References 31 publications

Psychometric properties of the Beck Depression Inventory‐II in nonclinical adolescent samples

Psychometric properties of the Beck Depression Inventory‐II in nonclinical adolescent samples

Linking Peer Victimization to the Development of Depressive Self-Schemas in Children and Adolescents

Gender differences in the pathway from adverse life events to adolescent emotional and behavioural problems via negative cognitive errors

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