scholarly journals Children's coping with peer rejection: the role of depressive symptoms, social competence, and gender

2006 ◽  
Vol 15 (1) ◽  
pp. 89-107 ◽  
Author(s):  
Albert Reijntjes ◽  
Hedy Stegge ◽  
Mark Meerum Terwogt
Keyword(s):  
Depressive Symptoms ◽  
Social Competence ◽  
Peer Rejection ◽  
And Gender ◽  
Children's Coping

Interpersonal Stress Generation—A Girl Problem? The Role of Depressive Symptoms, Dysfunctional Attitudes, and Gender in Early Adolescent Stress Generation

2017 ◽  
Vol 39 (1) ◽  
pp. 41-66 ◽  
Author(s):  
Susanne Meiser ◽  
Günter Esser
Keyword(s):  
Depressive Symptoms ◽  
Stressful Life Events ◽  
Depressive Symptomatology ◽  
Community Sample ◽  
Dysfunctional Attitudes ◽  
Stress Generation ◽  
Interpersonal Stress ◽  
German Children ◽  
And Gender

To provide further insight into stress generation patterns in boys and girls around puberty, this study investigated longitudinal reciprocal relations between depressive symptoms, dysfunctional attitudes, and stress generation, the process by which individuals contribute to the occurrence of stress in interpersonal contexts (e.g., problematic social interactions) or in noninterpersonal contexts (e.g., achievement problems). A community sample of N = 924 German children and early adolescents (51.8% male) completed depressive symptoms and dysfunctional attitudes measures at T1 and again 20 months later (T2). Stressful life events were reported at T2. Dysfunctional attitudes were unrelated to stress generation. Interpersonal, but not noninterpersonal, dependent stress partially mediated the relationship between initial and later depressive symptoms, with girls being more likely to generate interpersonal stress in response to depressive symptoms. Findings underscore the role of interpersonal stress generation in the early development of depressive symptomatology, and in the gender difference in depression prevalence emerging around puberty.

scholarly journals Social Media, Depressive Symptoms and Well-Being in Early Adolescence. The Moderating Role of Emotional Self-Efficacy and Gender

2021 ◽  
Vol 12 ◽  
Author(s):  
Emanuela Calandri ◽  
Federica Graziano ◽  
Luca Rollé
Keyword(s):  
Social Media ◽  
Life Satisfaction ◽  
Depressive Symptoms ◽  
Self Efficacy ◽  
Media Use ◽  
Well Being ◽  
Social Media Use ◽  
And Gender ◽  
Moderating Role

The study of the psychological effects of social media use on adolescents’ adjustment has long been the focus of psychological research, but results are still inconclusive. In particular, there is a lack of research on the positive and negative developmental outcomes and on possible moderating variables, especially concerning early adolescence. To fill these gaps in literature, the present study longitudinally investigated the relationships between social media use, depressive symptoms, affective well-being and life satisfaction, as well as the moderating role of emotional self-efficacy and gender. The study involved 336 Italian early adolescents (mean age = 13, sd = 0.3; 48% girls) who completed an anonymous self-report questionnaire twice within a year. Main results showed that higher social media use was related to higher depressive symptoms, lower affective well-being and lower life satisfaction among girls with lower emotional self-efficacy. Conversely, high social media use was related to higher affective well-being and higher life satisfaction for girls with higher emotional self-efficacy. Results are discussed in relation to their implications for risk prevention and health promotion among early adolescents. In particular, our results suggest that promoting emotional self-efficacy can be very helpful in making the use of social media an opportunity for well-being and life satisfaction rather than a developmental risk.

scholarly journals CAT-Q MSCS BASC2 Pre-Print

2021 ◽  
Author(s):  
Hilary Aime ◽  
Nichole Scheerer ◽  
Troy Boucher ◽  
Grace Iarocci
Keyword(s):  
Young Adults ◽  
Social Competence ◽  
Autistic Traits ◽  
Self Report ◽  
Anxiety And Depression ◽  
Autistic People ◽  
Competence Scale ◽  
And Gender ◽  
The Relationship

Background: Camouflaging, defined as the use of strategies to compensate for or hide autistic traits, is associated with internalizing behaviour (i.e., anxiety and depression) in both autistic and non-autistic people. Non-autistic adults who have poorer social competence tend to engage in more camouflaging, thus it’s unclear whether the increase in internalizing behaviour associated with camouflaging may be explained by poor social competence, rather than camouflaging itself. The purpose of this study was to extend previous research on camouflaging and internalizing behaviour among non-autistic people through examination of the role of social competence. Methods: In this study, 315 non-autistic young adults completed the Multidimensional Social Competence Scale (MSCS) to assess their social competence, the Camouflaging of Autistic Traits Questionnaire (CAT-Q) to assess their use of camouflaging strategies, and the Behaviour Assessment Scale for Children 2 – Self-Report of Personality, College Version (BASC-2 SRP-COL) to assess their internalizing behaviour. Results: We found that camouflaging predicted internalizing behaviour among non-autistic young adults after controlling for social competence, autistic traits, age, IQ, and gender. Camouflaging partially mediated the relationship between social competence and internalizing behaviours. Conclusions: These results suggest that the use of camouflaging strategies is uniquely associated with internalizing behaviour over and above social competence and may, in part, contribute to the increased internalizing behaviours observed in individuals with poorer social competence.

The Role of Sexual and Gender Identity in Long-Term Psychodynamic Therapy for Comorbid Social Anxiety and Depression in an Adolescent Female

2018 ◽  
Vol 17 (5) ◽  
pp. 311-327
Author(s):  
Gretchen Kurdziel ◽  
Leticia Y. Flores ◽  
Jenny Macfie
Keyword(s):  
Depressive Symptoms ◽  
Social Anxiety ◽  
Gender Identity ◽  
Anxiety And Depression ◽  
Adolescent Female ◽  
Social Settings ◽  
Social Discomfort ◽  
And Gender

Adolescence is a time of significant change with social, cognitive, and emotional alternations, and growth of autonomy and identity. This is a single clinical case study that uses long-term psychodynamic psychotherapy with an adolescent female diagnosed with comorbid social anxiety and persistent depression. The treatment initially focused on addressing the patient’s self-esteem, perfectionism, and self-criticism. During the treatment it was revealed that the patient’s sexual and gender identity contributed to social anxiety and depressive symptoms, and the therapy conceptualized the role of these identities as contributing to social discomfort which perpetuated her depressive symptoms. Through accepting her budding sexual and gender identity, the patient successfully became more comfortable in social settings which ultimately alleviated her depressive symptoms. This treatment highlights the unique nature of working with an adolescent apart of the sexual and gender minority, and how these identities contributed to her experience of social anxiety and depression.

The Role of Academic Skills in the Evolution of Conduct Problems and Depressive Symptoms Among Children With and Without Early Clinically Significant Conduct Problems

2018 ◽  
Vol 39 (3) ◽  
pp. 340-370
Author(s):  
Martine Poirier ◽  
Caroline E. Temcheff ◽  
Michèle Déry ◽  
Jean Toupin ◽  
Pierrette Verlaan ◽  
...  
Keyword(s):  
Gender Differences ◽  
Depressive Symptoms ◽  
Conduct Problems ◽  
Academic Skills ◽  
Cascade Models ◽  
Low Levels ◽  
Clinically Significant ◽  
And Gender ◽  
Different Levels

Youth with conduct problems present frequently depressive symptoms. Academic skills are thought to be a mediating variable by which conduct problems could lead to depressive symptoms. No studies have longitudinally compared this model among school-aged boys and girls with different levels of conduct problems. Cascade models were tested to examine the relations between conduct problems, depressive symptoms, and academic skills over a 3-year period, and whether the severity of conduct problems and gender moderated these associations. Participants were 381 children presenting early clinically significant conduct problems (44.9% female) and 363 children with low levels of conduct problems (48.8% female). While results did not show any cascade or indirect associations, they revealed different direct links between conduct problems or depressive symptoms and academic skills in the four groups. These findings suggest that conduct problems severity and gender differences should be considered in treatment planning.

Role of aggression, rejection, and attributions in the prediction of depression in children

1992 ◽  
Vol 4 (1) ◽  
pp. 145-165 ◽  
Author(s):  
William F. Panak ◽  
Judy Garber
Keyword(s):  
Depressive Symptoms ◽  
Attributional Style ◽  
Peer Rejection ◽  
Fifth Grade ◽  
Stress Model ◽  
Time Points ◽  
Predictive Relations ◽  
Diathesis Stress Model

AbstractConcurrent and predictive relations among aggression, peer rejection, and self-reported depressive symptoms were examined in 521 third-, fourth-, and fifth-grade children at three time points over 1 year. Increases in aggression were significantly associated with increases in depression, and this relation was mediated, in part, through increases in peer rejection. The relation between peer-reported rejection and depression was mediated by perceived rejection. Finally, we found support for the cognitive diathesis-stress model of depression in children. Controlling for initial levels of depression and peer rejection, the interaction between stress (increases in peer rejection) and a depressogenic attributional style contributed significantly to the prediction of self-reported depressive symptoms 1 year later.

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