Operationalizing cognitive vulnerability and stress from the perspective of the hopelessness theory: a multi-wave longitudinal study of children of affectively ill parents.
OBJECTIVE
The current study tested the diathesis-stress component of the hopelessness theory (HT) in a sample of youth using (1) a weakest link approach towards operationalizing cognitive vulnerability (e.g. a child's degree of vulnerability is determined by his/her most depressogenic inferential style; DIS) and (2) an idiographic approach towards operationalizing high stress (e.g. high stress is when a child is experiencing a level of stress that is higher than his/her own average level of stress). We also examined whether the association between within-subject fluctuations in hassles and depressive symptoms in cognitively vulnerable youth was moderated by absolute stress levels (the between-subject effect of stress).


METHODS
A multi-wave longitudinal design was used to examine whether the association between within-subject fluctuations in hassles and depressive symptoms was moderated by a depressogenic weakest link.


METHODS
At Time 1, 140 children (between 6 and 14 years of age) of parents with a history of major depressive episodes completed measures assessing DISs and depressive symptoms. Every 6 weeks, for the subsequent year, children completed measures assessing depressive symptoms and hassles.


RESULTS
The results of hierarchical linear modelling analyses indicated that a depressogenic weakest link was associated with greater elevations in depressive symptoms following elevations in hassles in girls but not in boys.


CONCLUSIONS
Results provide partial support for the applicability of the diathesis-stress component of the HT to youth. Integration of the current findings with those obtained in past research examining the diathesis-stress component of the hopelessness theory in youth suggests the utilization of an idiographic approach to examining vulnerability-stress theories may potentially lead to an increased understanding of gender differences in depression.
Abela
John R Z
JR
Department of Psychology, McGill University, montreal, Quebec, Canada. abela@ego.psych.mcgill.ca
McGirr
Alexander
A
D000293:Adolescent; D000328:Adult; D002648:Child; D016241:Child of Impaired Parents / Q000523:psychology*; D003071:Cognition; D003863:Depression / Q000523:psychology*; D003865:Major Depressive Disorder / Q000523:psychology*; D004198:Disease Susceptibility; D005260:Female; D006801:Humans; D016014:Linear Models; D008137:Longitudinal Studies; D008297:Male; D008875:Middle Aged; D011582:Psychological Theory; D012737:Sex Factors; D013315:Stress, Psychological / Q000523:psychology*