TY - JOUR
T1 - Self-Reported Depressive Symptoms in First-Grade Children
T2 - Developmentally Transient Phenomena?
AU - EDELSOHN, GAIL
AU - IALONGO, NICK
AU - WERTHAMER-LARSSON, LISA
AU - CROCKETT, LISA
AU - KELLAM, SHEPPARD
N1 - Funding Information:
The writing of this paper was supported by the following National Institute ofMental Health grants: NIMH P50 MH38725, NIMH 1R01 MH42968, NIMH R01 MH-31l09, and N1MH K07MH 00789-01.
PY - 1992
Y1 - 1992
N2 - The question of whether self-reported depressive symptoms in young children represent more than transient developmental phenomena was examined in an epidemiologically defined sample of 1,313 first graders. Children's reports of depressive symptoms were relatively stable over a 4-month interval. The level of stability was particularly impressive for children initially in the highest quartile of depression, all of whom remained in the highest quartile at retest, 4 months later. In addition, depressive symptoms were significantly related to the negotiation of a number of salient developmental tasks at entrance to first grade, including academic achievement, peer relations, and attention/concentration in the classroom. Moreover, the relationships between depressive symptoms and the various indices of social and academic functioning remained stable over the 4-month test-retest interval.
AB - The question of whether self-reported depressive symptoms in young children represent more than transient developmental phenomena was examined in an epidemiologically defined sample of 1,313 first graders. Children's reports of depressive symptoms were relatively stable over a 4-month interval. The level of stability was particularly impressive for children initially in the highest quartile of depression, all of whom remained in the highest quartile at retest, 4 months later. In addition, depressive symptoms were significantly related to the negotiation of a number of salient developmental tasks at entrance to first grade, including academic achievement, peer relations, and attention/concentration in the classroom. Moreover, the relationships between depressive symptoms and the various indices of social and academic functioning remained stable over the 4-month test-retest interval.
KW - depression
KW - epidemiology
KW - school age
UR - http://www.scopus.com/inward/record.url?scp=0026608287&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0026608287&partnerID=8YFLogxK
U2 - 10.1097/00004583-199203000-00016
DO - 10.1097/00004583-199203000-00016
M3 - Article
C2 - 1564031
AN - SCOPUS:0026608287
VL - 31
SP - 282
EP - 290
JO - Journal of the American Academy of Child Psychiatry
JF - Journal of the American Academy of Child Psychiatry
SN - 0890-8567
IS - 2
ER -