Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado

Análisis longitudinal de las habilidades sociales en adolescentes con depresión: un enfoque multivariado

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

Guardado en:

International Journal of Psychological Research

2011-2084

2011-7922

Enright, Robert

Yao, Zhuojun

UNIVERSIDAD DE SAN BUENAVENTURA

10.21500/20112084.4793

14

2021-04-30

66

77

Colombia

Modelamiento multivariado de crecimiento latente

adolescente

Depresión

adolescencia temprana a media

habilidades sociales

http://purl.org/coar/access_right/c_abf2

info:eu-repo/semantics/openAccess

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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spelling 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.
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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.
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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.
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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.
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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.
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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
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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
institution UNIVERSIDAD DE SAN BUENAVENTURA
thumbnail https://nuevo.metarevistas.org/UNIVERSIDADDESANBUENAVENTURA_COLOMBIA/logo.png
country_str Colombia
collection 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.
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. 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.
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