Week 9 Depression Ii Flashcards

0
Q

Why inter generational depression.

Genetics

A

Genetics
 Twin studies suggest heritability rates between 35% and 75%  Variability is due to differences in measurement and sampling. So is part of story. A genetic component.

Stress reactivity
 Makes children more reactive to stressors
Early exposure to stress which may sensitize person to later stress
 Problems with emotion regulation

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1
Q

Etiological and Maintenance Models of Depression

  • Biological factos of depression
    • Children of depressed parents are more likely to be
      depressed
A

 One of the strongest risk factors for childhood depression
 Children with a parent who was depressed as a child are 14x more likely to become depressed before age 13
 Overall, rates of depression in the school-aged and adolescent children of depressed mothers have been reported to be between 20% and 41%

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2
Q

Which Genes? Contribute to depression?

A

 Recall previous studies on interaction between child maltreatment and serotonin transporter gene 5-HTTLPR
 2 versions of the allele – short and long
 3 possible combinations – ss, sl, ll
 Having a short allele conferred a risk for depression, only in the presence of maltreatment!

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3
Q

Stress connection to depression,
Hypothalamic-Pituitary-Adrenal (HPA) axis
 Hormonal response to stress
 Can measure it looking at cortisol

A

Prenatal depression
 Depression in moms is associated with increased
levels of cortisol
 May effect fetus
 Number of months a women is depressed during pregnancy predicts elevated levels of cortisol when children are 6-7 years of age
 Elevated cortisol associated with internalizing problems

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4
Q

Postnatal depression , stress reactivity.

Amazing baby smell of head lol, oh and how fast they grow!

A

 Infants develop rapidly
 Early experiences with mom may have profound influence
 Maternal depression is associated with parenting behaviors
that may be problematic
 Less responsive, interactions +ve UNLESS DEPRESSED!
 May contribute to dysregulation of stress responses, scaffolding and responses not properly built
 Although findings are messy, studies have shown that children exposed to depression in the postnatal period show higher levels of cortisol at age 3, age 4.5, and age 13
 Suggestion that maternal depression earlier in child’s life (first 1 to 2 years) shows greatest association with children’s later HPA functioning

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5
Q

Cognitive Processing of depression, coming back to:

 Social Information Processing
 Interpretation
 Response Search  Generation
 Response Decision
 Evaluation along different dimensions

A

Encoding
 There is not a lot of evidence that youth depression is
associated with encoding biases
 That is, depressed children and adolescents do not show an attentional bias for sad or negative material, not consistant that have negative bias according to Dirks!

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6
Q

Soxial cognitive processing INTERPRETARION for people around you with depression?

A

 Tendency to draw negative conclusions from ambiguous events
 Hostile attribution bias
 Contribute to low mood

Studies that explicitly ask about interpretations of negative scenarios
 “You and your friend are supposed to go to the movies but you can’t find a time that is good for both of you”
 We are both really busy
 People have better things to do than to see me
 I am not organized enough to manage this
 Depression associated with a tendency to select negative interpretations

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7
Q

Interpretation bias or response bias?
 Interpretation that is accessible to verbal response
 Interpretation occurring outside of conscious awareness

The study:

A

Performance-based measures of interpretation
 Interested in whether daughters of mothers who had depression showed interpretation biases
 Cognition as a risk factor
 Used two different interpretation tasks

risk)
 (b) had no maternal history of depression (control)
Procedure:
Blend two words together acoustically
 Neutral-negative
 Cry-dry
 Neutral-positive
 Joy-boy
 Result is an ambiguous word
 Participants shown two choices and asked to select which word they heard

Results:
When pairing was neutral-negative, at risk girls
showed a bias for the negative words, control group
did not
 This pattern was specific to depression-related negative words (e.g., sad)
 Did not see it for social-threat related negative words (e.g., hated)
 When pairing was neutral-positive, control group showed a bias for the positive word, at risk group did not

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8
Q

Dearing and Gotlib: Task 2,

Depression and INTERPRETARION

A

 Story completion
(1) In gym class, your teacher informs the class that
she is starting a softball tournament.
(2) Your teacher picks four team captains and tells them to take turns picking teammates.
(3) You are certain that you will be picked _______.
Subjects encouraged to think of an ending and then to press a key that will bring up a word that completes
a story.

Participant is then shown a word and asked to identify whether it is a grammatically possible ending to the story
 First
 Last
 Front
 Participants should be faster to respond to grammatically possible endings that are consistent with their hypothesized ending
 At risk girls responded more quickly than control girls when ending was negative
 No difference on positive words

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9
Q

Response Search

A

 Identify fewer assertive strategies
 Response Decision
 Report themselves less able to carry out assertive
strategies
 Evaluate avoidant strategies as more likely to result in positive outcomes and assertive strategies as less likely to result in positive outcomes

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10
Q

Summary of depression etiology

A

Biological
 Genetics
 Stress Reactivity

 Cognitive
No encoding attention bias.
 Negative interpretations, meaning given
 Generate fewer assertive responses
 Think they cannot carry them out

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11
Q

Interpersonal Theories of Depression:p
 Behaviors

A

 Less prosocial
 Less assertive
 More avoidant and withdrawn
 Some children with depression are also more hostile and aggressive

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12
Q

 Are depressed children and adolescents getting trapped in a vicious cycle?
Children and adolescents may be responding to challenging interpersonal situations in problematic ways
 We know, for example, that responding by aggressing or withdrawing when someone aggresses against you may result in continued experience of aggression
 We also know

A

that being treated poorly by peers results in increased depression

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13
Q

Stress Exposure vs. Stress Generation

A

 Stress Exposure Models of Depression
 Depression results from exposure to stressful events
 Experience of stress precedes the experience of depression  Peer rejection leads to an increase in depression

 Stress Generation Models
 Depression may lead indiviuals to generate stressful life events  Difficulties in interactions may cause interpersonal problems

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14
Q

Study of stress generation model
88 children
 Clinically referred
 Assessed symptoms of depression and externalizing problems
 Assessed experience of life stress
 Stressful experiences rated by researchers along several dimensions:
 Severity
 No stress/impact to severe stress/impact
 Extent to which child contributed to the event
 Completely independent to completely dependent
 Independent: Your dad got a new job and you had to move and start at a new school where you don’t know anyone
 Dependent: You did not study for your test because you wanted to hang out with your friend instead and you got a really bad grade
 Interpersonal or non-interpersonal
Results?

A

Depression was associated with dependent, interpersonal stress, person was contributing to in some way by their own behaviour
 Depression was NOT associated with independent stress
 In other words, youth with depression were not more likely than other clinic-referred youth to experience stressors that they had no role in
 They WERE more likely to experience interpersonal stressors to which they contributed
 Note that all children in this study were clinically referred
 Youth with depression may be more likely than non-clinically referred children to experience significant independent stressors
 BUT this experience may not be specific to depression

Still suggests support for stress generate model of depression.

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15
Q

Youth with depression more likely to generate problematic interpersonal circumstances
 These interpersonal circumstances, in turn, many exacerbate depression
 See similar patterns for:

A

 Life hassles
 Internalizing symptoms predicts life hassle, and life hassles predict subsequent internalizing symptoms

 Victimization
 Internalizing symptoms predict victimization, and victimization predict subsequent internalizing symptoms

Oh what a vicious cycle!

16
Q

What’s going on in interpersonal interactions creating cisi you’s stress cycle?

Friendships are criticald
Why?

A

Protect children from feelings of loneliness and depression
 Children with friendships are less likely to be victimized by peers
 Provides an opportunity to develop important social skills

Note first learn with your sis.

17
Q

Friendships
 For children with depression, may be

A

difficult to maintain healthy, meaningful relationships
 Features of friendships may be contributing to their symptoms

Studies have observed children with depression interacting with their friends
 Have noticed the friends’ affect becoming more negative over the course of the interaction
 Why?

18
Q

Reassurance Seeking, friendships and depression connection

A

 Children want others to demonstrate that they care about them, tell them that they are okay, etc.
 Initially, people will do this
 Person thinks they don’t mean it, and seeks more
reassurance
 Overtime, this becomes irritating and/or invalidating
 Eventually, the child will be rejected
 Reassurance seeking is associated with unstable friendships
 It also predicts lower-quality friendships, as perceived by the friend

19
Q

Co-rumination, friendships and depression

A

 Rumination is the tendency to dwell on problems and not solve them
 Co-rumination is when two friends do it together
PARADOX
 Sharing and intimacy are associated with better friendships
 Rumination and dwelling on bad things are associated with negative mood

20
Q

Rose (2003)
 Boys and girls in 3rd, 5th, 7th, and 9th grade
 Completed measures about:
 Friendship
 Friendship nominations
 Friendship quality and closeness
 Co-rumination
 “When we talk about a problem one of us has, we usually talk about
that problem every day even if nothing knew has happened”
 “When we talk about a problem one of us has, we try to figure out everything about the problem, even if there are parts we may never understand”
 Symptoms of anxiety and depression
results:

A

Co-rumination predicts positive friendship quality
 As co-rumination increases, children’s perception of the quality of their friendship increases (although friends’ perception of quality does not increase)
 Co-rumination also predicts increased anxiety and depression

21
Q

Contagion
 Contagion of depression and attributional styles, rela to friendships

A

Depression of best friends predicts adolescents’
depression over time

 Depressive attributional style of best friends predicts adolescents own depressive attributional style over time

 Evidence for corumination as a mediator

 Depression predicts co-rumination, which in turn predicts changes in the friend’s depression

22
Q

Summary of depression etiology today.

Decision to be indecisive is bad.

A

 Biological predisposition for depression
 Interacting with stressful life events
 Diathesis-stress model
 A) Cognitive patterns associated with depression
 B) Behavioral patterns associated with depression
 A) and B) may combine to increase negative experiences, which may increase depression