Titulo:
Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado
.
Sumario:
Investigaciones han demostrado que hay un vínculo significativo entre las habilidades sociales y la depresión en adolescentes. Sin embargo no se tiene mucha claridad sobre cómo los diferentes dominios de las habilidades sociales influyen en la depresión durante la adolescencia media y temprana. Para abordar este tema se tomaron datos del Estudio de Cuidado Infantil y Desarrollo Juvenil del Early Child Care and Youth Development (N = 1061) donde se evaluó la influencia de la cooperación, aprobación, responsabilidad y autocontrol sobre la depresión en esta población. El modelo de crecimiento latente univariado mostró que, desde la adolescencia temprana a la media, los adolescentes experimentan disminución en la cooperación y la aprobación, au... Ver más
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Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado Modelamiento multivariado de crecimiento latente Artículo de revista adolescente Depresión adolescencia temprana a media habilidades sociales Investigaciones han demostrado que hay un vínculo significativo entre las habilidades sociales y la depresión en adolescentes. Sin embargo no se tiene mucha claridad sobre cómo los diferentes dominios de las habilidades sociales influyen en la depresión durante la adolescencia media y temprana. Para abordar este tema se tomaron datos del Estudio de Cuidado Infantil y Desarrollo Juvenil del Early Child Care and Youth Development (N = 1061) donde se evaluó la influencia de la cooperación, aprobación, responsabilidad y autocontrol sobre la depresión en esta población. El modelo de crecimiento latente univariado mostró que, desde la adolescencia temprana a la media, los adolescentes experimentan disminución en la cooperación y la aprobación, aumento en la responsabilidad y la depresión, y estabilidad en el autocontrol. El modelo sugirió que los adolescentes que tenían más aumento en la responsabilidad y en el autocontrol, tendían a experimentar un incremento más lento de la depresión, desde la adolescencia temprana hasta la media; mientras que los que tenían disminución en la cooperación y en la aprobación tendían a experimentar un aumento más rápido de la depresión en esta misma etapa de la adolescencia. Los resultados sugirieron que la promoción de las habilidades sociales de los adolescentes podría ser particularmente importante para la prevención de la depresión adolescente. Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado Johnson, D., Dupuis, G., Piche, J., Clayborne, Z., & Colman, I. (2018). Adult mental health outcomes of adolescent depression: A systematic review. Depression and Anxiety, 35 (8), 700–716. https://doi.org/10.1002/da.22777. Muthén, B., & Muthén, L. (2012). Mplus version 7: User’s guide. Muthén & Muthén. Monahan, K. C., Steinberg, L., Cauffman, E., & Mulvey, E. P. (2009). Trajectories of antisocial behavior and psychosocial maturity from adolescence to young adulthood. Developmental Psychology, 45 (6), 1654–1668. https://doi.org/10.1037/a0015862. Moeller, R. W., & Seehuus, M. (2019). Loneliness as a mediator for college students’ social skills and experiences of depression and anxiety. Journal of Adolescence, 73, 1–13. https://doi.org/10.1016/j.adolescence.2019.03.006. Mergler, A., & Patton, W. (2007). Adolescents talking about personal responsibility. The Journal of Student Wellbeing, 1 (1), 57–70. McKenzie, M., Olsson, C. A., Jorm, A. F., Romaniuk, H., & Patton, G. C. (2010). Association of adolescent symptoms of depression and anxiety with daily smoking and nicotine dependence in young adulthood: Findings from a 10year longitudinal study. Addiction, 105 (9), 1652–1659. https://doi.org/10.1111/j.1360-0443.2010.03002.x. Masia Warner, C., Fisher, P. H., Shrout, P. E., Rathor, S., & Klein, R. G. (2007). Treating adolescents with social anxiety disorder in school: An attention control trial. Journal of Child Psychology and Psychiatry, 48 (7), 676–686. https://doi.org/10.1111/j.1469-7610.2007.01737.x. Lewinsohn, P. M., Hoberman, H., Teri, L., & Hautzinger, M. (1985). An integrative theory of depression. In S. Reiss & R. R. Bootzin (Eds.),Theoretical issues in behavior therapy(pp. 331359). Academic Press. Kovacs, M. (1992). Children’s depression inventory- short form. Multi-Health Systems. La Greca, A. M., Ehrenreich-May, J., Mufson, L., & Chan, S. (2016). Preventing adolescent social anxiety and depression and reducing peer victimization: Intervention development and open trial. Child & Youth Care Forum, 45 (6), 905–926. https://doi.org/10.1007/s10566-016-9363-0. Keating, D. (1980). Thinking processes in adolescence. In J. Adelson (Ed.),Handbook of adolescent psychology. Wiley. Kohlberg, L. (1981). The philosophy of moral development: Moral stages and the idea of justice. Harper & Row. Gullota, T., Adams, G., & Markstrom, C. (1999). The adolescent experience (4th ed.) Academic Press. Padilla-Walker, L. M., & Christensen, K. J. (2011). Empathy and self-regulation as mediators between parenting and adolescents’ prosocial behavior toward strangers, friends, and family. Journal of Research on Adolescence, 21 (3), 545–551. https://doi.org/10.1111/j.1532-7795.2010.00695.x. Hallfors, D. D., Waller, M. W., Ford, C. A., Halpern, C. T., Brodish, P. H., & Iritani, B. (2004). Adolescent depression and suicide risk: Association with sex and drug behavior. American Journal of Preventive Medicine, 27 (3), 224–231. https://doi.org/10.1016/j.amepre.2004.06.001. Howard, A. L., Kennedy, T. M., Macdonald, E. P., Mitchell, J. T., Sibley, M. H., Roy, A., Eugene, L., Epstein, J., Hinshaw, S., Hoza, B., Stehli, A., Swanson, J., & Stehli, A. (2019). Depression and ADHD-related risk for substance use in adolescence and early adulthood: concurrent and prospective associations in the MTA. Journal of Abnormal Child Psychology, 47 (12), 1903–1916. https://doi.org/10.1007/s10802-019-00573-y. Kilford, E. J., Garrett, E., & Blakemore, S. J. (2016). The development of social cognition in adolescence: An integrated perspective. Neuroscience & Biobehavioral Reviews, 70, 106–120. https://doi.org/10.1016/j.neubiorev.2016.08.016. Kessler, R. C., Avenevoli, S., & Merikangas, K. R. (2001). Mood disorders in children and adolescents: An epidemiologic perspective. Biological Psychiatry, 49 (12), 1002–1014. https://doi.org/10.1016/s0006-3223(01)01129-5. Nilsen, W., Karevold, E., Røysamb, E., Gustavson, K., & Mathiesen, K. S. (2013). Social skills and depressive symptoms across adolescence: Social support as a mediator in girls versus boys. Journal of Adolescence, 36 (1), 11–20. https://doi.org/10.1016/j.adolescence.2012.08.005. Schiltz, H. K., McVey, A. J., Dolan, B. K., Willar, K. S., Pleiss, S., Karst, J. S., Carson, A. M., Caiozzo, C., Vogt, E. M., Yund, B. D., & Van Hecke, A. V. (2018). Changes in depressive symptoms among adolescents with asd completing the peerső social skills intervention. Journal of Autism and Developmental Disorders, 48 (3), 834–843. https://doi.org/10.1007/s10803-017-3396-6. Raftery, A. E. (1995). Bayesian model selection in social research. Sociological Methodology, 25, 111–163. Young, J. F., & Mufson, L. (2003). Manual for Interpersonal Psychotherapy: Adolescent Skills Training (IPT-AST)[Unpublished manuscript]. Department of Clinical Psychology, Graduate School of Applied; Professional Psychology, Rutgers University. Text http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/publishedVersion http://purl.org/coar/resource_type/c_6501 info:eu-repo/semantics/article Yu, Z., Hao, J., & Shi, B. (2018). Dispositional envy inhibits prosocial behavior in adolescents with high self-esteem. Personality and Individual Differences, 122, 127–133. http://doi.org/10.1016/j.paid.2017.10.022. Wood, D., Larson, R. W., & Brown, J. R. (2009). How adolescents come to see themselves as more responsible through participation in youth programs. Child Development, 80 (1), 295–309. https://doi.org/10.1111/j.1467-8624.2008.01260.x. Rector, R. E., Johnson, K. A., & Noyes, L. R. (2003). Sexually active teenagers are more likely to be depressed and attempt suicide. A Report of the Heritage Center for Data Analysis. The Heritage Foundation. Wilson, T. D. (2002). Strangers to ourselves: Discovering the adaptive unconscious. Harvard University Press. Stice, E., Shaw, H., Bohon, C., Marti, C. N., & Rohde, P. (2009). A meta-analytic review of depression prevention programs for children and adolescents: Factors that predict magnitude of intervention effects. Journal of Consulting and Clinical Psychology, 77 (3), 486–503. https://doi.org/10.1037/a0015168. Sitarenios, G., & Kovacs, M. (1999). Use of the Children’s Depression Inventory. In M. E. Maruish (Ed.),The use of psychological testing for treatment planning and outcomes assessment(2nd ed.) (pp. 267-298). Erlbaum. Singh, N., Minaie, M. G., Skvarc, D. R., & Toumbourou, J. W. (2019). Impact of a secondary school depression prevention curriculum on adolescent socialemotional skills: Evaluation of the resilient families program. Journal of Youth and Adolescence, 48 (6), 1100–1115. https://doi.org/10.1007/s10964-019-00992-6. Schnell, K., & Herpertz, S. C. (2018). Emotion regulation and social cognition as functional targets of mechanism-based psychotherapy in major depression with comorbid personality pathology. Journal of Personality Disorders, 32 (Supplement), 12–35. Gresham, F. M., Elliott, S. N., Vance, M. J., & Cook, C. R. (2011). Comparability of the social skills rating system to the social skills improvement system: Content and psychometric comparisons across elementary and secondary age levels. School Psychology Quarterly, 26 (1), 27–44. https://doi.org/10.1037/a0022662. Rutter, M., Kim-Cohen, J., & Maughan, B. (2006). Continuities and discontinuities in psychopathology between childhood and adult life. Journal of Child Psychology and Psychiatry, 47 (3–4), 276–295. https://doi.org/10.1111/j.1469-7610.2006.01614.x. Reijntjes, A., Vermande, M., Thomaes, S., Goossens, F., Olthof, T., Aleva, L., & Van der Meulen, M. (2016). Narcissism, bullying, and social dominance in youth: A longitudinal analysis. Journal of Abnormal Child Psychology, 44 (1), 63–74. https://doi.org/10.1007%2Fs10802-015-9974-1. Grimm, K. J., Ram, N., & Estabrook, E. (2017). Growth modeling: Structural equation and multilevel modeling approaches. Guilford. Elkind, D. (1978). Understanding the young adolescent. Adolescence, 13 (49), 127–134. Fehlinger, T., Stumpenhorst, M., Stenzel, N., & Rief, W. (2013). Emotion regulation is the essential skill for improving depressive symptoms. Journal of Affective Disorders, 144 (1–2), 116–122. https://doi.org/10.1016/j.jad.2012.06.015. Gresham, F. M., & Elliott, S. N. (1990). The social skills rating system. American Guidance Service. depression International Journal of Psychological Research Universidad San Buenaventura - USB (Colombia) application/pdf Journal article 1 14 adolescent Inglés social skills early to middle adolescence Multivariate latent growth modeling Enright, Robert Yao, Zhuojun Ample research has shown that the link between social skills and adolescent depression is significant. However, how the changes in different domains of social skills influence the change in depression from early to middle adolescence remains largely unknown. To address this gap in knowledge, the current research used longitudinal data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1061) to examine the influences of the changes in cooperation, assertion, responsibility, and self-control on the change in depression from early to middle adolescence. Univariate latent growth modeling showed that, from early to middle adolescence, adolescents experience decreases in cooperation and assertion, increases in responsibility and depression, and stability in self-control. Multivariate latent growth modeling suggested that adolescents who had more increases in responsibility and self-control tended to experience a slower increase in depression from early to middle adolescence; while adolescents who had more decreases in cooperation and assertion tended to experience a faster increase in depression from early to middle adolescence. The results suggested that promoting adolescents social skills might be particularly salient for the prevention of adolescent depression. Gilligan, C. (1982). In a different voice: Psychological theory and womens development. Harvard University Press. https://revistas.usb.edu.co/index.php/IJPR/article/view/4793 http://creativecommons.org/licenses/by-nc-nd/4.0 Bornstein, M. H., Hahn, C. S., & Haynes, O. M. (2010). Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades. Development and Psychopathology, 22 (4), 717–735. https://doi.org/10.1017/s0954579410000416. Fowler, J. W., & Dell, M. L. (2004). Stages of faith and identity: Birth to teens. Child and Adolescent Psychiatric Clinics of North America, 13 (1), 17–33. https://doi.org/10.1016/S1056-4993(03)00073-7. Feldman, J. S., Tung, I., & Lee, S. S. (2017). Social skills mediate the association of ADHD and depression in preadolescents. Journal of Psychopathology and Behavioral Assessment, 39 (1), 79–91. Crocetti, E., Moscatelli, S., Kaniuonyt, G., Meeus, W., ukauskien, R., & Rubini, M. (2019). Developing morality, competence, and sociability in adolescence: A longitudinal study of gender differences. Journal of Youth and Adolescence, 48 (5), 1009–1021. https://doi.org/10.1007/s10964-019-00996-2. Cole, D. A. (1991). Preliminary support for a competencybased model of depression in children. Journal of abnormal psychology, 100 (2), 181–190. https://doi.org/10.1037//0021-843x.100.2.181. Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98 (2), 310–357. https://doi.org/10.1037/0033-2909.98.2.310. Clayborne, Z. M., Varin, M., & I., C. (2019). Systematic review and meta-analysis: Adolescent depression and long-term psychosocial outcomes. Journal of the American Academy of Child and Adolescent Psychiatry, 58 (1), 72–79. https://doi.org/10.1016/j.jaac.2018.07.896. Burnham, K. P., & Anderson, D. R. (2004). Multimodel inference: Understanding AIC and BIC in model selection. Sociological Methods and Research, 33 (2), 261–304. https://doi.org/10.1177%2F0049124104268644. Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.),Testing structural equation models(pp. 136-162). Sage. Brooks, T. L., Harris, S. K., Thrall, J. S., & Woods, E. R. (2002). Association of adolescent risk behaviors with mental health symptoms in high school students. Journal of Adolescent health, 31 (3), 240–246. https://doi.org/10.1016/s1054-139x(02)00385-3. Benjet, C., Albor, Y. C., Bocanegra, E. S., Borges, G., Méndez, E., Casanova, L., & Medina-Mora, M. E. (2020). Incidence and recurrence of depression from adolescence to early adulthood: A longitudinal follow-up of the mexican adolescent mental health survey. Journal of Affective Disorders, 263, 540–546. https://doi.org/10.1016/j.jad.2019.11.010. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Battistich, V. A. (2008). The Child Development Project: creating caring schoolcommunities. In L.P.Nucci & D. Narvaez (Eds),Handbook of moral and character education(pp.328–351). Routledge. Publication https://doi.org/10.21500/20112084.4793 2021-04-30T21:34:25Z 2021-04-30T21:34:25Z 2021-04-30 https://revistas.usb.edu.co/index.php/IJPR/article/download/4793/3878 77 66 2011-2084 2011-7922 10.21500/20112084.4793 |
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UNIVERSIDAD DE SAN BUENAVENTURA |
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Colombia |
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International Journal of Psychological Research |
| title |
Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado |
| spellingShingle |
Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado Enright, Robert Yao, Zhuojun Modelamiento multivariado de crecimiento latente adolescente Depresión adolescencia temprana a media habilidades sociales depression adolescent social skills early to middle adolescence Multivariate latent growth modeling |
| title_short |
Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado |
| title_full |
Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado |
| title_fullStr |
Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado |
| title_full_unstemmed |
Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado |
| title_sort |
análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado |
| description |
Investigaciones han demostrado que hay un vínculo significativo entre las habilidades sociales y la depresión en adolescentes. Sin embargo no se tiene mucha claridad sobre cómo los diferentes dominios de las habilidades sociales influyen en la depresión durante la adolescencia media y temprana. Para abordar este tema se tomaron datos del Estudio de Cuidado Infantil y Desarrollo Juvenil del Early Child Care and Youth Development (N = 1061) donde se evaluó la influencia de la cooperación, aprobación, responsabilidad y autocontrol sobre la depresión en esta población. El modelo de crecimiento latente univariado mostró que, desde la adolescencia temprana a la media, los adolescentes experimentan disminución en la cooperación y la aprobación, aumento en la responsabilidad y la depresión, y estabilidad en el autocontrol. El modelo sugirió que los adolescentes que tenían más aumento en la responsabilidad y en el autocontrol, tendían a experimentar un incremento más lento de la depresión, desde la adolescencia temprana hasta la media; mientras que los que tenían disminución en la cooperación y en la aprobación tendían a experimentar un aumento más rápido de la depresión en esta misma etapa de la adolescencia. Los resultados sugirieron que la promoción de las habilidades sociales de los adolescentes podría ser particularmente importante para la prevención de la depresión adolescente.
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| description_eng |
Ample research has shown that the link between social skills and adolescent depression is significant. However, how the changes in different domains of social skills influence the change in depression from early to middle adolescence remains largely unknown. To address this gap in knowledge, the current research used longitudinal data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1061) to examine the influences of the changes in cooperation, assertion, responsibility, and self-control on the change in depression from early to middle adolescence. Univariate latent growth modeling showed that, from early to middle adolescence, adolescents experience decreases in cooperation and assertion, increases in responsibility and depression, and stability in self-control. Multivariate latent growth modeling suggested that adolescents who had more increases in responsibility and self-control tended to experience a slower increase in depression from early to middle adolescence; while adolescents who had more decreases in cooperation and assertion tended to experience a faster increase in depression from early to middle adolescence. The results suggested that promoting adolescents social skills might be particularly salient for the prevention of adolescent depression.
|
| author |
Enright, Robert Yao, Zhuojun |
| author_facet |
Enright, Robert Yao, Zhuojun |
| topicspa_str_mv |
Modelamiento multivariado de crecimiento latente adolescente Depresión adolescencia temprana a media habilidades sociales |
| topic |
Modelamiento multivariado de crecimiento latente adolescente Depresión adolescencia temprana a media habilidades sociales depression adolescent social skills early to middle adolescence Multivariate latent growth modeling |
| topic_facet |
Modelamiento multivariado de crecimiento latente adolescente Depresión adolescencia temprana a media habilidades sociales depression adolescent social skills early to middle adolescence Multivariate latent growth modeling |
| citationvolume |
14 |
| citationissue |
1 |
| publisher |
Universidad San Buenaventura - USB (Colombia) |
| ispartofjournal |
International Journal of Psychological Research |
| source |
https://revistas.usb.edu.co/index.php/IJPR/article/view/4793 |
| language |
Inglés |
| format |
Article |
| rights |
http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-nd/4.0 This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. |
| references_eng |
Johnson, D., Dupuis, G., Piche, J., Clayborne, Z., & Colman, I. (2018). Adult mental health outcomes of adolescent depression: A systematic review. Depression and Anxiety, 35 (8), 700–716. https://doi.org/10.1002/da.22777. Muthén, B., & Muthén, L. (2012). Mplus version 7: User’s guide. Muthén & Muthén. Monahan, K. C., Steinberg, L., Cauffman, E., & Mulvey, E. P. (2009). Trajectories of antisocial behavior and psychosocial maturity from adolescence to young adulthood. Developmental Psychology, 45 (6), 1654–1668. https://doi.org/10.1037/a0015862. Moeller, R. W., & Seehuus, M. (2019). Loneliness as a mediator for college students’ social skills and experiences of depression and anxiety. Journal of Adolescence, 73, 1–13. https://doi.org/10.1016/j.adolescence.2019.03.006. Mergler, A., & Patton, W. (2007). Adolescents talking about personal responsibility. The Journal of Student Wellbeing, 1 (1), 57–70. McKenzie, M., Olsson, C. A., Jorm, A. F., Romaniuk, H., & Patton, G. C. (2010). Association of adolescent symptoms of depression and anxiety with daily smoking and nicotine dependence in young adulthood: Findings from a 10year longitudinal study. Addiction, 105 (9), 1652–1659. https://doi.org/10.1111/j.1360-0443.2010.03002.x. Masia Warner, C., Fisher, P. H., Shrout, P. E., Rathor, S., & Klein, R. G. (2007). Treating adolescents with social anxiety disorder in school: An attention control trial. Journal of Child Psychology and Psychiatry, 48 (7), 676–686. https://doi.org/10.1111/j.1469-7610.2007.01737.x. Lewinsohn, P. M., Hoberman, H., Teri, L., & Hautzinger, M. (1985). An integrative theory of depression. In S. Reiss & R. R. Bootzin (Eds.),Theoretical issues in behavior therapy(pp. 331359). Academic Press. Kovacs, M. (1992). Children’s depression inventory- short form. Multi-Health Systems. La Greca, A. M., Ehrenreich-May, J., Mufson, L., & Chan, S. (2016). Preventing adolescent social anxiety and depression and reducing peer victimization: Intervention development and open trial. Child & Youth Care Forum, 45 (6), 905–926. https://doi.org/10.1007/s10566-016-9363-0. Keating, D. (1980). Thinking processes in adolescence. In J. Adelson (Ed.),Handbook of adolescent psychology. Wiley. Kohlberg, L. (1981). The philosophy of moral development: Moral stages and the idea of justice. Harper & Row. Gullota, T., Adams, G., & Markstrom, C. (1999). The adolescent experience (4th ed.) Academic Press. Padilla-Walker, L. M., & Christensen, K. J. (2011). Empathy and self-regulation as mediators between parenting and adolescents’ prosocial behavior toward strangers, friends, and family. Journal of Research on Adolescence, 21 (3), 545–551. https://doi.org/10.1111/j.1532-7795.2010.00695.x. Hallfors, D. D., Waller, M. W., Ford, C. A., Halpern, C. T., Brodish, P. H., & Iritani, B. (2004). Adolescent depression and suicide risk: Association with sex and drug behavior. American Journal of Preventive Medicine, 27 (3), 224–231. https://doi.org/10.1016/j.amepre.2004.06.001. Howard, A. L., Kennedy, T. M., Macdonald, E. P., Mitchell, J. T., Sibley, M. H., Roy, A., Eugene, L., Epstein, J., Hinshaw, S., Hoza, B., Stehli, A., Swanson, J., & Stehli, A. (2019). Depression and ADHD-related risk for substance use in adolescence and early adulthood: concurrent and prospective associations in the MTA. Journal of Abnormal Child Psychology, 47 (12), 1903–1916. https://doi.org/10.1007/s10802-019-00573-y. Kilford, E. J., Garrett, E., & Blakemore, S. J. (2016). The development of social cognition in adolescence: An integrated perspective. Neuroscience & Biobehavioral Reviews, 70, 106–120. https://doi.org/10.1016/j.neubiorev.2016.08.016. Kessler, R. C., Avenevoli, S., & Merikangas, K. R. (2001). Mood disorders in children and adolescents: An epidemiologic perspective. 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