Cognitive and Behavioral Correlates of Childhood Depression

Abstract

Addresses the myriad cognitive-behavioral perspectives relevant to depression in youth begins with a discussion of the major cognitive and behavioral theories of adult depression that during the past decade have been applied to the study of children the most influential cognitive and behavioral theories of depression are the social-skills and activity-level perspective of Lewinsohn (1974), the cognitive model of Beck (1967, 1976), the twice-revised learned-helplessness theory (Seligman, 1975; Abramson, Seligman, & Teasdale, 1978; Abramson, Metalsky, & Alloy, 1989), and the self-control model of Rehm (1977) discussion of these models is followed by a comprehensive review of the research in the childhood depression literature relevant to key cognitive and behavioral variables to aid in understanding these research findings within a developmental framework, a brief overview of pertinent developmental literature is presented