Cognitive Model of Depression in Children

• SATO Hiroshi

  Faculty of Education and Culture, University of Miyazaki:The Japan Society for the Promotion of Science

Bibliographic Information

Other Title

• 児童における抑うつの認知モデルの検討

Abstract

Cognitive models of depression hypothesize that different aspects of cognition, including dysfunctional schemata, logical thinking errors, and automatic thoughts, influence depression. However, few studies have evaluated the comprehensive validity of cognitive models of depression, especially in children. In the present study, the influence of cognitive factors on children's depressive symptoms was evaluated from the standpoint of a cognitive model of depression. Elementary school children (N=600; 9 to 12 years old) completed self-report measures about the frequency of stressful events, dysfunctional schemata, logical thinking errors, automatic thoughts, and depressive symptoms. The results of structural equation modeling provided support for the sequence of cognitive processes, which indicated that Beck's cognitive model of depression is also applicable to children. In other words, dysfunctional schemata increase thinking errors; thinking errors increase negative automatic thoughts and decrease positive automatic thoughts; this, in turn, increases the frequency of depressive symptoms. Implications for cognitive theory and treatment for depression in children were discussed.

Journal

• Japanese Journal of Behavior Therapy

  Japanese Journal of Behavior Therapy 34 (3), 255-272, 2008-09-30

  Japanese Association for Behavioral and Cognitive Therapies( JABCT )

Keywords

• depression
• cognitive model
• self-report
• elementary school children

Details

• CRID: 1390845713074689664
• NII Article ID: 110009667580
• DOI: 10.24468/jjbt.34.3_255
• ISSN: 24242594
• ISSN: 09106529
• Web Site: https://search.jamas.or.jp/link/ui/2009053534
• Text Lang: ja
• Data Source:
  • JaLC
  • CiNii Articles
  • KAKEN
  • Crossref
• Abstract License Flag: Disallowed