Skip to main content
Mijn bibliotheek
Shop
Nieuws Boeken Tijdschriften Toetsvragen Web-tv Video Audio
Tips voor Mijn BSL
Inloggen

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

THIM Hogeschool voor Fysiotherapie heeft ervoor gezorgd dat je Mijn BSL eenvoudig en snel kunt raadplegen. Je kunt je links eenvoudig registreren. Met deze gegevens kun je thuis, of waar ook ter wereld toegang krijgen tot Mijn BSL. Heb je een vraag, neem dan contact op met helpdesk@thim.nl.

» Andere revante producten voor THIM studenten en medewerkers.

Registreer

Om ook buiten de locaties van THIM, thuis bijvoorbeeld, van Mijn BSL gebruik te kunnen maken, moet je jezelf eenmalig registreren. Dit kan alleen vanaf een computer op een van de locaties van THIM.

Eenmaal geregistreerd kun je thuis of waar ook ter wereld onbeperkt toegang krijgen tot Mijn BSL.

Login

Als u al geregistreerd bent, hoeft u alleen maar in te loggen om onbeperkt toegang te krijgen tot Mijn BSL.

Inloggen
Top
Cognitive Therapy and Research
Gepubliceerd in:

01-06-2006 | Original Paper

Development and Validation of the Dysfunctional Attitudes Scale for Children: Tests of Beck’s Cognitive Diathesis-stress Theory of Depression, of Its Causal Mediation Component, and of Developmental Effects

Auteurs: David U. D’Alessandro, Kimberly D. Burton

Gepubliceerd in: Cognitive Therapy and Research | Uitgave 3/2006

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

Abstract

Two studies investigated Beck’s cognitive diathesis-stress theory of depression in children. Study 1 sought to develop and validate the Dysfunctional Attitudes Scale for Children (DAS-C). Children (N = 453, ages 8–14) completed an item pool and measures assessing divergent validity, with a readministration 3 weeks later. The finalized DAS-C is a 22-item self-report measure with sound psychometric properties. Study 2 tested the DAS-C as a measure of vulnerability for depression. Children (N = 241, ages 7–14) completed the DAS-C and a measure of depressive symptoms one week before a universal stressor (receipt of report cards). Symptomatology was reassessed immediately after the stressor and five days later. Dysfunctional attitudes moderated the impact of stress on changes in symptom levels five days later, such that high-DAS-C children showed greater symptom increases relative to low-DAS-C children when experiencing stress. Consistent with cognitive-developmental theory, further analyses revealed that this interaction predicted symptom changes only in more cognitively mature children. Negative views of the self, but not of the world or of the future, mediated the relationship between the DAS-C × stress interaction and depressive changes. This work introduces a measure of depressogenic schemata to extend Beck’s theory to school-aged children, suggesting that these schemata contribute to the etiology of depressive symptoms in children as young as 11 years.
vorige artikel Expanded Hopelessness Theory of Depression: On the Mechanisms by which Social Support Protects Against Depression
volgende artikel Effects of Approach and Avoid Mindsets on Performance, Self-regulatory Cognition, and Affect in a Multi-task Environment
Bijlagen
Alleen toegankelijk voor geautoriseerde gebruikers
Voetnoten
1
As is common in Toronto, a large proportion of the children came from families that had recently immigrated into Canada. Children indicated from which country their family had originated. Ethnicity was distributed as follows: 5.9% North American, 7.9% South American, 2.4% Central American, 21.6% Caribbean, 14.5% European, 1.3% East Asian, 24.2% Southeast Asian, 2.9% African, 1.5% Middle Eastern, and 15.2% from the Indian Subcontinent. No ethnicity was identified by 2.6% of participants.
 
2
Despite evidence of a unidimensional DAS-C, we noted that final items mapped onto both achievement and interpersonal cognitive vulnerabilities that have been addressed when using the DAS. Three judges classified the final DAS-C items into achievement or interpersonal categories. Confirmatory factor analyses comparing the fit of a unidimensional DAS-C with the fit of a 2-factor solution based on achievement and interpersonal DAS-C subscales indicated that a unidimensional solution was the best fit. Post hoc exploratory regression analyses were conducted with both subscales yielding no diathesis-stress interactions.
 
3
Of the N = 268 at Time 1, 11 participants were absent at Time 2, and 14 were absent at Time 3. Two children received no report card because of late enrolment.
 
4
Given the high degree of ethnic diversity in this sample, we also examined potential group differences in key variables. There were no group differences in the variables examined in the central regression analyses, specifically Times 1, 2, and 3 CDI, DAS-C, and PRQ. Controlling for ethnicity in these regression analyses yielded an identical pattern of results.
 
5
Additional regression analyses tested the PRQ × DAS-C interaction separately in younger and older children with the sample split at 132 months (11 years) as well as at 144 months (12 years). The same pattern of results emerged as when split at the median age.
 
6
We conducted the mediation analyses using the full sample as well as using only the older children based on the sample split at its median age. The same pattern of results emerged in both cases. We report the results for the full sample.
 
Literatuur
Abela, J. R. Z. (2001). The hopelessness theory of depression: A test of the diathesis-stress and causal mediation components in third and seventh grade children. Journal of Abnormal Child Psychology, 29, 241–254.PubMedCrossRef
Abela, J. R. Z., & D’Alessandro, D. U. (2002). Beck’s cognitive theory of depression: A test of the diathesis-stress and causal mediation components. British Journal of Clinical Psychology, 41, 111–128.PubMedCrossRef
Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). Hopelessness depression: A theory-based subtype of depression. Psychological Review, 96, 358–372.CrossRef
Abramson, L. Y., Seligman, M. E. P., & Teasdale, J. D. (1978). Learned helplessness in humans: Critique and reformulation. Journal of Abnormal Psychology, 87, 49–74.PubMedCrossRef
Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.
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, 51, 1173–1182.PubMedCrossRef
Beck, A. T. (1967). Depression: Clinical, experimental, and theoretical aspects. New York: Harper & Row.
Beck, A. T. (1987). Cognitive models of depression. Journal of Cognitive Psychotherapy: An International Quarterly, 1, 5–37.
Beck, A. T., Rush, A. J., Shaw, B. F., & Emery, G. (1979). Cognitive therapy of depression. New York: Guilford Press.
Blatt, S. J., Schaffer, C. E., Bers, S. A., & Quinlan, D. M. (1992). Psychometric properties of the depressive experiences questionnaire for adolescents. Journal of Personality Assessment, 59, 82–98.PubMedCrossRef
Cicchetti, D., & Schneider-Rosen, K. (1984). Childhood depression. In D. Cicchetti & K. Schneider-Rosen (Eds.), New directions in child development (pp. 5–27). San Francisco, CA: Jossey-Bass.
Cicchetti, D., & Schneider-Rosen, K. (1986). An organizational approach to childhood depression. In M. Rutter, C. Izard, & P. Read (Eds.), Depression in young people: Clinical and developmental perspectives (pp. 71–134). New York: Guilford Press.
Cicchetti, D., & Toth, S. L. (1998). The development of depression in children and adolescents. American Psychologist, 53, 221–241.PubMedCrossRef
Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7, 309–319.CrossRef
Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: L. Erlbaum.
Commons, M. L., Miller, P. M., & Kuhn, D. (1982). The relation between formal operational reasoning and academic course selection and performance among college freshmen and sophomores. Journal of Applied Developmental Psychology, 3, 1–10.CrossRef
Crandall, V. C., Crandall, V. J., & Katkovsky, W. A. (1965). A children’s social desirability questionnaire. Journal of Consulting Psychology, 29, 27–36.PubMedCrossRef
D’Alessandro, D. U., & Abela, J. R. Z. (2001). Preliminary item pool of the dysfunctional attitudes scale for children. Unpublished manuscript, McGill University, Montreal, Quebec, Canada.
Digdon, N., & Gotlib, I. H. (1985). Developmental considerations in the study of childhood depression. Developmental Review, 5, 162–199.CrossRef
Dobson, C., Goudy, W. J., Keith, P. M., & Powers, E. (1979). Further analysis of Rosenberg’s Self-esteem Scale. Psychological Reports, 44, 639–641.
Dykman, B. M., & Johll, M. (1998). Dysfunctional attitudes and vulnerability to depressive symptoms: A 14-week longitudinal study. Cognitive Therapy and Research, 22, 337–352.CrossRef
Fichman, L., Koestner, R., & Zuroff, D. C. (1994). Depressive styles in adolescence: Assessment, relation to social functioning, and developmental trends. Journal of Youth and Adolescence, 23, 315–330.CrossRef
Flavell, J. H. (1963). The developmental psychology of Jean Piaget. New York: D. Van Nostrand.
Flavell, J. H., Miller, P. H., & Miller, S. A. (1993). Cognitive development (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.
Fleming, S. J., & Courtney, B. E. (1984). The dimensionality of self-esteem. II. Hierarchical facet model for revised measurement scales. Journal of Personality and Social Psychology, 46, 404–421.CrossRef
Floyd, F. J., & Widaman, K. F. (1995). Factor analysis in the development and refinement of clinical assessment instruments. Psychological Assessment, 7, 286–299.CrossRef
Garber, J. (1992). Cognitive models of depression: A developmental perspective. Psychological Inquiry, 3, 235–240.CrossRef
Garber, J. (2000). Development and depression. In A. J. Sameroff, M. Lewis, & S. M. Miller (Eds.), Handbook of developmental psychopathology (2nd ed.) (pp. 467–490). New York: Kluwer Academic/Plenum.
Garber, J., & Flynn, C. (2001). Vulnerability to depression in childhood and adolescence. In R. E. Ingram & J. M. Price (Eds.), Vulnerability to psychopathology: Risk across the lifespan (pp. 175–225). New York: Guilford Press.
Garber, J., & Robinson, N. S. (1997). Cognitive vulnerability in children at risk for depression. Cognition and Emotion, 11, 619–635.CrossRef
Garber, J., Weiss, B., & Shanley, N. (1993). Cognitions, depressive symptoms, and development in adolescents. Journal of Abnormal Psychology, 102, 47–57.PubMedCrossRef
Hilsman, R., & Garber, J. (1995). A test of the cognitive diathesis-stress model of depression in children: Academic stressors, attributional style, perceived competence, and control. Journal of Personality and Social Psychology, 69, 370–380.PubMedCrossRef
Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. New York: Basic Books.
Joiner, T. E., Jr., Metalsky, G. I., Lew, A., & Klocek, J. (1999). Testing the causal mediation component of Beck’s theory of depression: Evidence for specific mediation. Cognitive Therapy and Research, 23, 401–412.CrossRef
Kaslow, N. J., Stark, K. D., Printz, B., Livingston, R., & Ling Tsai, S. (1992). Cognitive triad inventory for children: Development and relation to depression and anxiety. Journal of Clinical Child Psychology, 21, 339–347.CrossRef
Kazdin, A. E. (1981). Assessment techniques for childhood depression: A critical appraisal. Journal of the American Academy of Child Psychiatry, 20, 358–375.PubMedCrossRef
Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: Guilford Press.
Kovacs, M. (1980–1981). Rating scales to assess depression in school-aged children. Acta Paedopsychiatrica, 46, 305–315.
Kovacs, M. (1985). The Children’s Depression Inventory. Psychopharmacology Bulletin, 21, 995–998.PubMed
Kuhn, D., Ho, V., & Adams, C. (1979). Formal reasoning among pre- and late-adolescents. Child Development, 50, 1128–1135.CrossRef
Kwon, S., & Oei, T. P. S. (1992). Differential causal roles of dysfunctional attitudes and automatic thoughts in depression. Cognitive Therapy and Research, 16, 309–328.CrossRef
Lanthier, R. P. (1993). The big five dimensions of personality in middle childhood and adolescence (Doctoral dissertation, University of Denver, 1993). Dissertation Abstracts International, 54, 2784.
Lanthier, R. P. (1999). The big five personality questionnaire - revised child version: Psychometrics and scoring information. Unpublished manuscript, George Washington University Graduate School of Education and Human Development, Washington, DC.
Laurent, J., Catanzaro, S. J., Joiner, T. E., Jr., Rudolph, K. D., Potter, K. I., Lambert, S., et al. (1999). A measure of positive and negative affect for children: Scale development and preliminary validation. Psychological Assessment, 11, 326–338.CrossRef
Lewinsohn, P. M., Joiner, T. E., Jr., & Rohde, P. (2001). Evaluation of cognitive diathesis-stress models in predicting major depressive disorder in adolescents. Journal of Abnormal Psychology, 110, 203–215.PubMedCrossRef
Metalsky, G. I., Halberstadt, L. J., & Abramson, L. Y. (1987). Vulnerability to depressive mood reactions: Toward a more powerful test of the diathesis-stress and causal mediation components of the reformulated theory of depression. Journal of Personality and Social Psychology, 52, 386–393.PubMedCrossRef
Metalsky, G. I., Joiner, T. E., Jr., Hardin, T. S., & Abramson, L. Y. (1993). Depressive reactions to failure in a naturalistic setting: A test of the hopelessness and self-esteem theories of depression. Journal of Abnormal Psychology, 102, 101–109.PubMedCrossRef
Nolen-Hoeksema, S., Girgus, J. S., & Seligman, M. E. P. (1992). Predictors and consequences of childhood depressive symptoms: A 5-year longitudinal study. Journal of Abnormal Psychology, 101, 405–422.PubMedCrossRef
Olinger, L. J., Kuiper, N. A., & Shaw, B. F. (1987). Dysfunctional attitudes and stressful life events: An interactive model of depression. Cognitive Therapy and Research, 11, 25–40.CrossRef
Piaget, J. (1967). Six psychological studies. New York: Random House.
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
Saylor, C. F., Finch, A. J., Jr., Spirito, A., & Bennett, B. (1984). The Children’s Depression Inventory: A systematic evaluation of psychometric properties. Journal of Consulting and Clinical Psychology, 52, 955–967.PubMedCrossRef
Schmitt, N. (1996). Uses and abuses of coefficient alpha. Psychological Assessment, 8, 350–353.CrossRef
Shayer, M., & Wylam, H. (1978). The distribution of Piagetian stages of thinking in British middle and secondary school children. II: 14–16 year-olds and sex differentials. British Journal of Educational Psychology, 48, 62–70.
Siegler, R. S. (1986). Children’s thinking. Englewood Cliffs, NJ: Prentice-Hall.
Stone, C. A., & Day, M. C. (1978). Levels of availability of a formal operational strategy. Child Development, 49, 1054–1065.CrossRef
Streiner, D. L., & Norman, G. R. (1989). Health measurement scales: A practical guide to their development and use. Oxford: Oxford University Press.
Turner, J. E., Jr., & Cole, D. A. (1994). Developmental differences in cognitive diatheses for child depression. Journal of Abnormal Child Psychology, 22, 15–32.PubMedCrossRef
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of Positive and Negative Affect: The PANAS scales. Journal of Personality and Social Psychology, 54, 1063–1070.PubMedCrossRef
Weissman, A. N. (1979). The dysfunctional attitudes scale: A validation study (Doctoral dissertation, University of Pennsylvania, 1978). Dissertation Abstracts International, 40, 1389B–1390B.
Weissman, A. N., & Beck, A. T. (1978, November). Development and validation of the Dysfunctional Attitudes Scale. Paper presented at the annual meeting of the Association for the Advancement of Behavior Therapy, Chicago, IL.
Zwick, W. R., & Velicer, W. F. (1986). A comparison of five rules for determining the number of components to retain. Psychological Bulletin, 99, 432–442.CrossRef
Metagegevens
Titel
Development and Validation of the Dysfunctional Attitudes Scale for Children: Tests of Beck’s Cognitive Diathesis-stress Theory of Depression, of Its Causal Mediation Component, and of Developmental Effects
Auteurs
David U. D’Alessandro
Kimberly D. Burton
Publicatiedatum
01-06-2006
Gepubliceerd in
Cognitive Therapy and Research / Uitgave 3/2006
Print ISSN: 0147-5916
Elektronisch ISSN: 1573-2819
DOI
https://doi.org/10.1007/s10608-006-9046-5

Andere artikelen Uitgave 3/2006

Cognitive-Behavioral Models of Emotional Writing: A Validation Study

  • Original Article

Multiple Group Confirmatory Factor Analysis of the Young Schema-Questionnaire in a Dutch Clinical versus Non-clinical Population

  • ORIGINAL ARTICLE

Expanded Hopelessness Theory of Depression: On the Mechanisms by which Social Support Protects Against Depression

Effects of Approach and Avoid Mindsets on Performance, Self-regulatory Cognition, and Affect in a Multi-task Environment

A Self-Focused Attention Scale: Factor Structure and Psychometric Properties

  • ORIGINAL ARTICLE

Extreme Goal Setting and Vulnerability to Mania Among Undiagnosed Young Adults

  • Original Article