Self-Reported Depressive Symptoms in First-Grade Children: Developmentally Transient Phenomena?

GAIL EDELSOHN, NICK IALONGO, LISA WERTHAMER-LARSSON, LISA CROCKETT, SHEPPARD KELLAM

Research output: Contribution to journalArticlepeer-review

43 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)282-290
Number of pages9
JournalJournal of the American Academy of Child and Adolescent Psychiatry
Volume31
Issue number2
DOIs
StatePublished - 1992

Keywords

  • depression
  • epidemiology
  • school age

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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