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Depression is characterized by a pattern of maladaptive emotion regulation. Recently, researchers have begun to focus on associations between depression and two positive affect regulation strategies: savoring and dampening. Savoring, or upregulation of positive affect, is positively associated with well-being and negatively associated with depression, whereas dampening, or downregulation of positive affect, is positively associated with depression, anhedonia, and negative affect. To date, no research has examined whether savoring or dampening can affect neurophysiological reactivity to reward, which previous research has shown is associated with symptoms of depression. Here, we examined associations between psychophysiological reward processing-primarily captured by the Reward Positivity (RewP), an event-related potential (ERP) deflection elicited by feedback indicating reward (vs. nonreward)-positive affect regulation strategies, and symptoms of depression. One hundred undergraduates completed questionnaires assessing affect, emotion regulation, and depressive symptoms and completed a computerized guessing task, once before and again after being randomly assigned to emotion-regulation strategy conditions. Results indicate that (a) the relationship between RewP amplitude and depressive symptoms may, in part, depend upon positive affect regulation strategies and (b) the RewP elicited by reward appears sensitive to a savoring intervention. These findings suggest that mitigating depressive symptoms in emerging adults may depend on both top-down (i.e., savoring) and bottom-up (i.e., RewP) forms of positive affect regulation and have important implications for clinical prevention and intervention efforts for depressive symptoms and disorder. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Few studies have examined the mental health of clinical psychology doctoral students, a unique group given their education and training in psychopathology, assessment, and intervention. Students (N = 912) completed an online survey assessing demographics, mental health, mental healthcare utilization, and barriers to care during graduate school. Nearly 25% of participants reported moderate to severe symptoms of anxiety, 20% reported moderate to severe symptoms of depression or suicidal intent (SI), and more than 10% reported a high risk of alcohol abuse or moderate to severe drug use during graduate school. In comparison to peers, ethnic minority and lesbian, gay, bisexual, transgender, and queer (LGBTQ+) participants reported more symptoms of depression and SI. LGBTQ+ participants reported more nonsuicidal self-injury and drug use. Participants also experienced significant barriers to receiving mental healthcare (e.g., financial difficulties, limited availability, insufficient time). Leadership is encouraged to prioritize the mental health of clinical psychology doctoral students, which may have implications on their service provision.

This study validated a short form of the Children's Evaluation of Everyday Social Encounters Questionnaire (ChEESE-Q). Fifth- to eighth-grade children (N = 241) completed a two-vignette version of the ChEESE-Q (i.e., ChEESE-Q SF), along with measures of adjustment and affect. The ChEESE-Q SF fit the same three-factor structure as the original ChEESE-Q, with each factor-based subscale being invariant across grade and gender. Results also indicated that the ChEESE-Q could not only be shortened at the vignette level, but at the item level as well, maintaining excellent model fit with the same three factor structure. ChEESE-Q SF subscale scores demonstrated acceptable internal consistency and correlated with related constructs in expected directions. Negative information processing was associated with higher anxious and depressive symptomology and negative affect. Positive information processing was associated with lower depressive symptomology, and higher positive affect. Analysis of a secondary sample of third- to sixth-grade youth (N = 252) also demonstrated adequate test-retest reliability. This study provided validation for a shortened version of the ChEESE-Q, and more support for specific styles of information processing. Validation of a short form enables researchers to assess social information processing in a multifaceted and comprehensive, yet resource-efficient way. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The COVID-19 pandemic has posed unprecedented challenges to health service psychology (HSP) education and training but also presents tremendous opportunities for growth that will persist well past the resolution of this public health crisis. The present article addresses three aims in understanding the challenges and opportunities faced by the HSP education and training community. First, it describes challenges to HSP education and training created by the COVID-19 pandemic, including the need to maintain the integrity of training; facilitate trainee progress; continue clinical service delivery; manage the safety and wellbeing of trainees, faculty, staff, and clients/patients; and adhere to national and local emergency orders. Second, the article summarizes guidance from training organization leadership regarding training program and clinical site responses to these challenges. Several principle-based recommendations called upon training programs to prioritize trainees and their training needs, while urging balance and flexibility in meeting the multiple demands of training programs, institutions, and the public. Third, the article discusses key opportunities for improvement in HSP education and training, including more effective use of competency evaluations; distance technologies in therapy, supervision, and admissions; and reconsideration of internship and degree timing and HSP's identity as a health care profession; and the potential for comprehensive review and redesign of HSP education and training. Embracing these opportunities may help ensure that HSP education and training is preparing its graduates to meet the psychological health care needs of the future. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

The COVID-19 pandemic offers both challenges and opportunities for those who provide and receive psychological services. For training clinics tasked with educating the next generation of health service psychologists, providing vital mental health care to the community, and conducting clinical research, the pandemic offers an opportunity to consider how best to fulfill these crucial missions during a time of global uncertainty. The present paper reviews the recent, rapid move to telepsychology among North American university training clinics in response to the COVID-19 pandemic and offers relevant suggestions for mental health service providers rapidly transitioning to telepsychology moving forward. Data summarizing the response of university training clinics in health service psychology in the United States and Canada to physical distancing guidelines are presented, and considerations regarding best practices in service delivery and supervision via telepsychology are provided. While the present data focus on North American training clinics, the suggestions offered are relevant to any clinic tasked with providing high quality services and training mental health providers via telepsychology, particularly during the COVID-19 pandemic. Given the growing emphasis within health service psychology on increasing access to mental health services via telepsychology prior to the pandemic, as well as the benefits to psychology trainees in gaining competence in this valuable form of service delivery, this paper aims to provide timely guidance around the benefits, risks, and practical considerations regarding the maintenance of effective clinical care in training settings when rapidly implementing telepsychology.

Health disciplines have increasingly required competency-based evaluations as a licensure prerequisite. In keeping with this trend, the Association of State and Provincial Psychology Boards (ASPPB) has begun to develop a second part to the Examination for Professional Practice in Psychology (EPPP). The resulting 2-part examination is collectively referred to as the Enhanced EPPP. Part 1 of the Enhanced EPPP, which consists of the current exam, is designed to be an assessment of knowledge. Part 2 of the Enhanced EPPP is newly developed and intended to address the need for a competency-based evaluation. To date, ASPPB has addressed some standard facets of validity for the EPPP Part 2, but not others. In addition, the EPPP Part 2 has yet to be subjected to a broader validation process, in which the suitability of the test for its intended purpose is evaluated. Implementation of the EPPP Part 2 before validation could have negative consequences for those seeking to enter the profession and for the general public (e.g., potential restriction of diversity in the psychology workforce). For jurisdictions implementing the EPPP Part 2, failure to gather and report the evidence required for use of a test in a forensic context may also open the door for legal challenges. We end with suggestions for feasible research that could significantly enhance the validation process for the EPPP Part 2 and offer jurisdictions concrete suggestions of features to look for in determining whether and when to implement the Enhanced EPPP. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

The COVID-19 global pandemic has disrupted the routine provision of community mental health services, which is especially concerning given that emerging data suggest a rise in mental health concerns related to the COVID-19 crisis (Xiong et al., 2020). Thus, it seems imperative to provide trauma-informed services that are tailored to clients' coping with the pandemic and can be effectively delivered via telehealth. The goals of these important services would be to mitigate current distress, help prevent the onset of long-term mental health problems, and facilitate client safety during a public health crisis. The present article provides an overview of adoption and telehealth implementation of the Skills for Psychological Recovery (SPR) secondary prevention program within a psychology training clinic. Initial clinical outcome data supported the program's success in reducing mental health symptoms among individuals in psychological distress due to the COVID-19 crisis; however, the results were more striking for adults than for youths. The article concludes with recommendations for broader implementation and future directions for clinicians, supervisors, organizations, and researchers.

Autistic individuals experience higher rates of psychiatric comorbidities than their peers. Camouflaging, the process through which individuals hide autistic traits, can be detrimental to mental health. This may be particularly true for autistic females, although research on sex differences in the relationship between camouflaging and mental health has focused on adults. The purpose of this study was to extend previous research on camouflaging and mental health through examining age, sex, autism diagnosis, and camouflaging as predictors of depression, anxiety, and stress levels in autistic and non-autistic adolescents. One hundred forty adolescents ages 13–18 years (62 non-autistic, 58 female) completed an online survey including measures of camouflaging, autistic traits, and internalizing symptoms. Hierarchical linear regression was used to examine age, sex, diagnosis, and camouflaging as predictors of internalizing symptoms. Findings suggest that level of camouflaging is an important predictor of depression, anxiety, and stress in autistic and non-autistic adolescents and that camouflaging may be particularly distressing for females, regardless of diagnosis. These findings inform our understanding of camouflaging and its consequences and point to future directions for support for autistic and non-autistic adolescents. Clinicians may consider interventions targeting social skills, self-acceptance, and self-esteem to reduce possible negative effects of camouflaging. Lay abstract Autistic individuals have more mental health difficulties than non-autistic individuals. It is important to understand why this might be. Research has shown that camouflaging, or strategies used to hide autistic traits, might contribute to mental health difficulties in autistic adults. We examined whether this was also the case for autistic adolescents. This study included 140 adolescents ages 13–18 years (62 non-autistic, 58 female). All participants answered questions about camouflaging, autistic traits, and mental health difficulties. We found that autistic and non-autistic adolescents who reported higher levels of camouflaging also reported higher levels of depression, anxiety, and stress. We also found that camouflaging might be particularly stressful for females. These findings improve our understanding of camouflaging during adolescence and point to potential ways to support autistic adolescents, such as help with social skills, self-acceptance, and self-esteem. The findings also support the importance of increasing autism acceptance in the general population.

The past year has held many challenges that have impacted health service psychology education and training, including the COVID-19 pandemic, the U S 's racial reckoning, and the impact of these events on virtually every aspect of life, work, and training As Training and Education in Professional Psychology (TEPP) moves into 2021, its articles illustrate the training community's ability to advance the science and practice of education and training, both in spite of and because of challenges In addition to outstanding articles on topics of interest to the training community, including articles that address innovations and diversity, a new recurring special section will feature articles addressing education and training in the context of COVID-19 Together, these articles demonstrate the training community's commitment to continually strengthening health service psychology education and training (PsycInfo Database Record (c) 2021 APA, all rights reserved) Impact Statement Public Significance Statement-TEPP's 2021 articles demonstrate the training community's strong commitment to rising to challenges and using them as opportunities to strengthen education and training in health service psychology In addition to articles on the science and practice of training, training innovations, and inclusion, diversity, and equity, TEPP will publish articles on how the COVID-19 pandemic impacted training (PsycInfo Database Record (c) 2021 APA, all rights reserved)

The current study tested if proximal transmission of positive and negative affect occurs bidirectionally between mothers and their adolescent children in valence-specific patterns (e.g., maternal positive affect to adolescent positive, but not negative, affect) across a period of 7 minutes and between minutes. Whether adolescent gender moderated transmission effects was also explored. One hundred thirty-5 mothers (29-60 years old) and their children (12-16 years old, 49% female) independently completed questionnaires and then jointly engaged in a naturalistic 7-min problem-solving discussion. Transmission was examined by testing how 1 person's expressed affect (assessed observationally) changed the other person's self-reported state affect across the task. In path analyses, support for bidirectional transmission of negative affect emerged. Transmission was valence-specific, however, evidence for transmission of positive affect was not found. Results also supported cross-valence transmission of negative affect specifically from adolescents to their mothers, such that adolescent expressed negative affect predicted reduced maternal self-reported positive affect. Utilizing cross-lagged path analyses to further examine these findings between minutes revealed that transmission did not occur between specific minutes. Results largely support previous theoretical work on the orthogonal structure of affect and the bidirectionality of parent-adolescent affective interactions. Given this evidence for reciprocal transmission of affect across (not between) minutes in a microsocial context, implications for successful emotion coregulation in parent-adolescent interactions and how these mechanisms may predict long-term outcomes are discussed. (PsycINFO Database Record.

As TEPP’s new editorial team begins their term, the authors discuss their vision for the journal as a forum for thoughtful conceptual examination and sound empirical investigation of current issues in health service psychology (HSP) education and training. The editorial team articulates three primary goals for the journal, including (1) engaging the broad training community in sharing its best conceptual and empirical work relevant to the varied levels, settings, and areas of education and training in HSP; (2) advancing the science of education and training through strong empirical research; and (3) expanding our emphasis on the sociocultural context in which education and training occurs, to advance multicultural competence and humility within HSP and the profession’s potential to make positive evidence-based impacts on societal issues. The editorial team invites TEPP readers to join in pursuit of these goals, as authors, reviewers, and readers. In addition to general submissions, TEPP welcomes submission to sections devoted to innovations and emerging practices, diversity and inclusion in education and training, and other high-impact topics. TEPP encourages readers to work collaboratively on manuscripts that will build the scientific foundations of education and training, to reach out and support new contributors and consumers of the journal, and to contact the editorial team with ideas that can help extend TEPP’s reach and relevance to the training community, as well as to the policymakers, practitioners, and consumers of our profession.

The present study provided a cross-sectional examination of associations among adverse life events, depressive symptoms, and delinquency in a community sample of 123 early adolescent boys and girls. We also examined whether depressive cognitions, including hopelessness, differentially mediated the relations between exposure to adverse events and delinquent behaviors. Depressive cognitions, especially lack of future orientation, were associated with delinquent behaviors and partially mediated the relationship between adverse events and delinquent behaviors. Findings highlight the importance of future orientation among adversity-exposed youth, and suggest that interventions for trauma should focus on instilling optimism and hope as a means of reducing risk for negative outcomes, including delinquency.

This study elaborated on associations between youth's trauma-related emotional numbing across multiple affective domains (e.g., fear, sadness, happiness, anger) and delinquent behaviors. The study also examined whether the effects of posttrauma emotional numbing varied by the occurrence of posttrauma arousal symptoms. Participants were 123 middle school boys and girls from working-class, urban communities. Emotional numbing, particularly diminished fear, was related to both home and community violence exposure. Numbing of fearful emotions was associated with all types of delinquent behaviors examined. In addition, numbing of sadness was associated with aggression. Interactions between numbing of fear and hyperarousal suggested a complex pattern of emotional processing following exposure to traumatic events in which numbing related to delinquent behavior only in the context of high posttrauma arousal. These patterns may coalesce to place youth at risk for early involvement in delinquent behaviors.

The existence and role of focused or specialized training experiences in doctoral training programs is an ongoing debate. Although accreditation guidelines specify that at the predoctoral level, training is broad and general, there is a diversity of opinion about the feasibility and wisdom of limiting predoctoral training to a broad and general level. Perry and Boccaccini (2009) present a study that documents the majority of accredited clinical psychology graduate programs self-identify on their websites as providing specialized training experiences and discusses several issues that this raises for the training community. This commentary adds to Perry and Boccaccini’s thoughtful remarks by discussing implications of their data and the challenges that the clinical training community must address as active participants in the evolution of specialized training experiences in doctoral education.

Two studies describe the development of a comprehensive, vignette-based measure of social information processing (SIP) particularly relevant for children with internalizing problems. Study 1 (N = 219 3rd-6th graders) describes the creation of the Children's Evaluation of Everyday Social Encounters Questionnaire (ChEESE-Q) and evidence for its reliability and validity, including internal structure and relation of SIP variables to depressive and anxious symptoms. Study 2 (N = 127 5th-6th graders) replicated the factor structure and validity evidence found in Study 1 and provided support for the reliability of alternate forms of the ChEESE-Q. Overall, results supported ChEESE-Q scores' moderate temporal stability and internal consistency in assessing SIP. Results also supported the presence of positive- and negative-valenced SIP patterns. Child internalizing symptoms were strongly related to a negative SIP style across both depression and anxiety, whereas only depressive symptoms were negatively associated with positive aspects of SIP.

BACKGROUND: Caffeine, the only licit psychoactive drug available to minors, may have a harmful impact on students' health and adjustment, yet little is known about its use or effects on students, especially from a developmental perspective. Caffeine use in 5th- and 10th-grade students was examined in a cross-sectional design, and relations and potential mediators of caffeine use to depression and anxiety symptoms were investigated. METHODS: Children (n = 135) and adolescents (n = 79) completed a measure of naturalistic use of caffeinated and noncaffeinated beverages. Furthermore, daily availability, perceived benefits, and stimulating, psychological, and withdrawal effects of caffeinated and noncaffeinated beverages were assessed. Measures of depression and anxiety were also administered. RESULTS: Fifth and 10th graders used caffeine frequently. Depression was positively related to caffeine use for both cohorts, though mediated by caffeine withdrawal effects. Surprisingly, anxiety was unrelated to use. Fifth graders reported less daily access to caffeine, but more psychological and stimulating effects of caffeine than 10th graders. CONCLUSIONS: Although both children and adolescents experience negative caffeine-related outcomes, intake is seemingly not greatly limited in either cohort. In particular, youth appear vulnerable to increased depressive symptoms with increasing caffeine consumption. Implications for school policy regarding students' caffeine use are discussed.

A developmental psychopathology framework was used to examine variables associated with peer problems in children with epilepsy (CWE). Variables commonly associated with peer difficulties in typically developing children, such as inattentive behavior, anxious behavior, and academic achievement were investigated. Neuropsychological functioning, age at epilepsy onset, and seizure status were also examined.Participants were 173 CWE, ages 8-15. Structural equation modeling (SEM) was used to determine which variables predicted peer problems in CWE and to test hypothesized interrelations among variables.The SEM revealed that anxious behavior mediated relations between neuropsychological functioning and peer difficulties and seizure status and peer difficulties. Inattentive behavior mediated the association between neuropsychological functioning and peer difficulties. Neuropsychological functioning mediated the relation between age at epilepsy onset and inattentive behavior, anxious behavior, and academic achievement.As seen with typically developing children, inattentive and anxious behaviors are related to peer difficulties in CWE. Neuropsychological functioning, age at epilepsy onset, and seizure status are indirectly associated with peer difficulties; therefore, these variables are important to examine in CWE who are experiencing peer problems.

This study examined the possible mediational roles of posttraumatic stress disorder (PTSD) symptoms and acceptance of violence cognitions in the association between violence exposure and youth violent behaviors. This study also examined whether the strength of the relations between exposure and behavior varied across context of exposure and across sex. Participants were 123 early adolescents from the Midwest. Findings indicate a strong positive association between violence exposure at home and in the community. Regardless of context, violence exposure was significantly related to PTSD symptoms, acceptance of violence cognitions, and violent behaviors in youth. PTSD symptoms and acceptance of violence cognitions were both significant mediators in the exposure—behavior relationship but the associations differed for girls and boys and varied across context of exposure. © 2008 Wiley Periodicals, Inc.

The authors examined the mediating role of posttraumatic stress symptoms in the relationship between traumatic event exposure and attention problems in a sample of 791 Sarajevan children exposed to the Bosnian war. They hypothesized that because of similarities in the arousal symptoms of posttraumatic stress disorder (PTSD) and the hyperactive—inattentive symptoms of attention-deficit/hyperactivity disorder (ADHD), PTSD symptoms would mediate the relationship between trauma exposure and attention problems. The findings support the hypothesis. The findings also show evidence of a reporter effect, whereby the relationship between trauma symptoms and attention problems was strongest when both types of symptoms were reported by school officials. Given the potentially spurious relationship between trauma exposure and attention problems, careful consideration must be given to the diagnosis of traumatized youth who present with ADHD symptoms. In accordance with practice guidelines, a multi-informant, multi-measure approach in the assessment of attention problems is strongly recommended.

When 25% (842) of the 3,430 students participating in the 2007 APPIC Match were not placed, the Editorial Team of Training and Education in Professional Psychology (TEPP) expressed considerable concern about the significant barrier that exists for a sizable number of students seeking internships. The numbers of unplaced applicants has increased significantly during the last few APPIC Matches (Keilin et al., this issue). Unfortunately, the TEPP Board does not anticipate that this anxiety-provoking trend will reverse or end. We believe that the profession of psychology should be more than concerned. We believe that they should take action. In an effort to provide a framework for discussion, the TEPP Board decided to offer those involved in this problematic situation an opportunity to (a) describe their view of the problem, (b) discuss the effect of the problem on students and the profession, and (c) provide suggestions to improve our internship system to deal with this crisis point in the sequence of psychology education. The TEPP Board invited the leadership from the following associations: Association of Psychology Postdoctoral and Internship Centers (APPIC), American Psychological Association of Graduate Students (APAGS), Council of Counseling Psychology Training Programs (CCPTP), Council of University Departments of Clinical Psychology (CUDCP), and National Council of Schools and Programs in Psychology (NCSPP) to provide a statement of their view of the problem and potential solutions. In addition, Dr. Greg Keilin, the APPIC Match Coordinator since its inception, was invited to provide an overview of the APPIC Match data and Drs. Ron Rozensky and Cynthia Belar were asked to provide an overview article based on the American Psychological Association’s Center for Workforce Analysis. The TEPP Editorial Board would like to thank these authors for contributing to this special issue and hopes that this issue of TEPP contributes to the national dialogue and the eventual solution of the internship logjam. After extensive discussion, the TEPP Editorial Board decided to provide their view of this supply and demand problem and some possible solutions. This editorial statement was a collaborative effort by the members of this board, who expressed a wide range of opinion about both the problem and the solutions. We hope that our view transcends our individual specialties and will serve as a model of communication that needs to occur in our profession to assist in the development of a consensus view of this match problem and its creative solutions.

This study examined information-processing variables in relation to worry in a sample of 292 fifth-grade children from Caucasian, African American, and Hispanic backgrounds. Results revealed that worry was related to threat interpretations for hypothetical situations and, when stress level was not controlled, to higher estimates of future occurrence for perceived threatening situations and ineffective solution choices. In addition, environmental and individual factors such as stress, gender, and socioeconomic status (SES) were found to be important predictors of information-processing variables. Ethnicity did not predict children's information processing when stress level and SES were controlled; however, it interacted with worry to predict problem-solving confidence. The findings support the information-processing model for childhood anxiety in a nonreferred and ethnically diverse sample.

This study examined anxiety- and depression-related cognitive content in children. We developed the Children's Thought Questionnaire (CTQ) to include anxious thoughts characterized by threat and uncertainty; depressive thoughts by loss, self-deprecation, and certainty/hopelessness; and positive thoughts by interest, pleasure, and positive self-reference. The CTQ and measures of anxious and depressive symptoms were completed by 193 5th- and 6th-grade children. Exploratory factor analysis of the CTQ revealed that items loaded on 2 factors according to negative and positive valence. However, use of conceptually derived subscales demonstrated specificity, with higher levels of anxious thoughts uniquely predicting greater anxious symptoms and higher depressive thoughts uniquely predicting greater depressive symptoms. Furthermore, positive thoughts were negatively related to depressive symptoms but either unrelated or positively related to anxious symptoms, thus providing support for cognitive specificity.

Depression is frequently considered a disorder of impaired affect regulation with deficits across both positive and negative affective systems. However, where deficits in emotion regulation occur in youth, specifically regarding regulation of positive emotions, is relatively unknown. The current study tested whether deficits in broad (felt and expressed) and specific (up-regulation and maintenance) positive emotion processes are associated with youth depressive symptoms. Adolescents (n = 134; 65 girls) in grades 7 to 9 completed a self-report measure of depressive symptoms prior to participating in two parent–child interactions tasks, a rewarding trivia task and a problem-solving conflict task. During the interaction tasks, adolescent’s overall self-reported experience and observed expression of positive affect (PA) was examined. Following the reward task, youth’s ability to up-regulate PA (PA response) and maintain PA while buffering against NA (PA persistence) was explored observationally. Results suggested that reduced experience and expression of PA was associated with depression symptoms, but only in a context that elicited negative emotions. No association was found between PA response and depression symptoms; however, shorter PA persistence was associated with elevated depressive symptoms. Youth higher in depressive symptoms appear able to respond similarly to rewarding events, but fail to maintain PA and ward off NA when transitioning from a positive to negative task.

Identified 129 third- through fifth-grade girls (screened from 232) via peer nominations and behavioral observations as fitting into one of four peer status groups (popular, rejected, neglected, or average) and two withdrawal status groups (withdrawn or not withdrawn). Subjects, parents, and teachers completed questionnaire measures of depression and anxiety. Rejected and withdrawn girls showed more internalizing problems as reported by girls and their teachers compared to peers. The combination of rejection and withdrawal was associated with more internalizing behaviors. Neglected girls did not differ from peers on depression or anxiety; nor was the combination of neglect and withdrawal associated with increased scores on dependent measures.

(1995). Treatment outcome research in child psychology: Realistic coping with the 'Ten Commandments of methodology' Journal of Clinical Child Psychology: Vol. 24, No. 2, pp. 149-162.

Examined relation between child depression and social functioning for 112 fourth to sixth graders. Self-, peer, and teacher reports of both depression and social functioning were obtained. Factor analysis revealed six social-functioning factors (Negative Social Behavior, Social Withdrawal, Other-Rated Social Competence, Self-Rated Social Competence, Social Activity, and Accuracy of Self-Evaluated Social Competence), which were used to predict depression. Negative Social Behavior predicted depression as reported by all three sources, as did the Social Competence measures, although the specific social competence measure differed depending on the reporter of depression. Social Withdrawal predicted depression as reported by both peers and teachers, and low Social Activity predicted self-rated depression. Composite depression scores, combining data from multiple reporters, were all predicted by Negative Social Behavior, Social Withdrawal, and low Other-Rated Social Competence. Results provide information usefu...

Two studies examined shared and unique relations of social information processing (SIP) to youth's anxious and depressive symptoms. Whether SIP added unique variance over and above trait affect in predicting internalizing symptoms was also examined. In Study 1, 215 youth (ages 8-13) completed symptom measures of anxiety and depression and a vignette-based interview measure of SIP. Anxiety and depression were each related to a more negative information-processing style. Only depression was uniquely related to a less positive information processing style. In Study 2, 127 youth (ages 10-13) completed measures of anxiety, depression, SIP, and trait affect. SIP's relations to internalizing symptoms were replicated. Over and above negative affect, negative SIP predicted both anxiety and depression. Low positive SIP added variance over and above positive affect in predicting only depression. Finally, SIP functioning partially mediated the relations of affect to internalizing symptoms.

Historically, girls have evoked images of sweetness and light, purity and beauty. In this fairytale land of youth, girls are angels and princesses, characterized by positive adjustment and certainly not by behavioral or emotional problems. However, as Mae West observed, in reality female children and adolescents are much more complex, with both positive and negative aspects to their development and adjustment. Unfortunately, the complexity has been understudied in the developmental psychopathology literature. Compared to the amount of research attention given to boys’ development and adjustment, girls have been relatively neglected. This lack of attention has obvious negative implications for our ability to understand girls’ development and our efforts to promote optimal development and to remediate problematic development. Recent research on disorders of childhood and adolescence such as conduct disorders (Moffitt, Caspi, Rutter, & Silva, 2001), attention deficit hyperactivity disorder (ADHD; Hinshaw, 2002), anxiety disorders

Understanding Behavioral and Emotional Problems in Girls.- Emotional Disorders.- Mood Disorders and Symptoms in Girls.- Anxiety and Anxiety Disorders in Girls.- Behavioral Disorders.- Attention-Deficit/Hyperactivity Disorder in Girls.- Aggression and Antisocial Behavior in Girls.- Substance Abuse in Girls.- Developmental and Learning Disorders.- Pervasive Developmental Disorders in Girls.- Problems of Girls and Young Women with Mental Retardation (Intellectual Disabilities).- Learning Disorders In Girls.- Gender Identity Disorder in Girls.- Stress and Negative Life Events.- Physical Abuse and Neglect in Girls.- The Consequences of Child Sexual Abuse for Female Development.- Abuse and Violence in Adolescent Girls' Dating Relationships.- Girls' Adjustment to Divorce and Remarriage.- Girls on their Own: Homelessness in Female Adolescents.- Health-Related Problems.- Eating Disorders in Girls.- Adjustment to Chronic Illness in Girls.

The present study examined prevalence, expression, and developmental patterns of DSM-III-R anxiety disorder symptoms in 62 never-psychiatrically-ill children. Subclinical phobias and overanxious disorder symptoms were fairly common, while symptoms of other anxiety disorders were less common. Direction of sex and age differences was generally consistent with previous literature, but few reached statistical significance. Nonanxious and subclinically anxious subsamples of never-psychiatrically-ill subjects were compared on individual and family psychopathology. Subclinically anxious children showed greater individual and family psychopathology than nonanxious children, though differences decreased at 12-month follow-up. Anxiety as a normal developmental phenomenon is discussed. J. Am. Acad. Child Adolesc. Psychiatry, 1990, 29, 5:759–765.

This study examined an alternative to negative nomination sociometric measures. One hundred fifty-nine fourth through sixth graders completed both a positive and a negative nomination sociometric measure and a repeated positive nomination sociometric measure. Using the positive and negative nomination measure as the criterion, 66% of the popular children, 82% of the rejected children, and 50% of the neglected children were correctly identified by the repeated positive nomination measure. These results indicate that the repeated positive nomination sociometric measure could be used as a substitute for a positive and negative nomination measure for identifying rejected, but not neglected, children.