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Meiser SusanneCorresponding author University of Potsdam, Department of Psychology
An important step in the validation of disorder-specific etiological models is the examination of the predictive specificity of proposed vulnerability factors. It may advance the understanding of the emergence of comorbidity and the identification of at risk-populations for mental disorders. To enhance the currently limited evidence on the specificity of Beck´s cognitive diathesis-stress model of depression, the present study investigated longitudinal effects of dysfunctional attitudes and stressful life events on the development of depressive, eating disorder and aggressive symptoms in children and adolescents. A large sample of initially asymptomatic children and adolescents completed self-report symptom measures at study entrance and again approx. 20 months later, and reported stressful life events during the study interval. Stressful life events proved to be a risk factor to all investigated symptom domains. Dysfunctional attitudes at T1 were prospectively related to depressive symptoms, aggressive behavior and weight concerns at T2. However, types of associations varied as dysfunctional attitudes showed linear associations with weight concern, but nonlinear effects on depressive and aggressive symptomatology. Findings of the current study thus suggest that dysfunctional attitudes are not uniquely related to the development of depressive symptomatology in children and adolescents, but may contribute to adverse outcomes in various symptom domains. Thus, intervention efforts based on Beck´s vulnerability - stress model of depression may turn out to be useful in reducing vulnerability to a variety of outcomes in children and adolescents.
V.J. Basso RobertCorresponding author RSW Faculty of Social Work, Wilfrid Laurier University
Our objective was the early identification, assessment and treatment of aggression by primary school children four to eleven years old, with the goal of preventing school expulsion. The children were identified by teachers and other professionals for their aggressive behavior. Children were assessed for five symptoms which are linked to the development and persistence of social and/or physical aggressive behaviors: inattention, hyperactivity, anxiety, poor social functioning, and oppositional behavior. Long term follow-up continued for up to 9 years. Conners’ Scales for parents and teachers were used to assess the severity of predisposing symptoms and emotional lability. The children were treated with psychosocial and pharmacological interventions by social workers and a physician, in addition to utilizing community and school resources. Teachers reported a reduction in some of the predisposing symptoms: hyperactivity, emotional lability, oppositionality, and improved social functioning. Parents reported improvements in all five of the children’s physically aggressive behaviors. Early intervention for children’s aggressive behaviors was found to be effective. None of the children in the study were expelled from school.