A TEST OF THE INTEGRATION OF THE HOPELESSNESS AND SELF-ESTEEM THEORIES OF DEPRESSION IN THIRD AND SEVENTH GRADE CHILDREN
 
Abela, J. and Payne, A.V.L., McGill University, Canada
 
The goal of the current study was to test the diathesis-stress and causal mediation components of the integration of the hopelessness and self-esteem theories of depression in a sample of third- and seventh-grade children. The procedure involved an initial assessment of depressive symptomatology, hopelessness, self-esteem, and depressogenic inferential styles about the self, consequences, and causes. The procedure also involved a follow-up assessment, six weeks later, in which depressive symptomatology, hopelessness, and the occurrence of negative events were assessed. In line with the integrative theory, depressogenic inferential styles interacted with the occurrence of negative events to predict increases in hopelessness but not nonhopelessness depression symptoms in third graders and seventh grade boys with low but not high self-esteem.c inferential styles about the self, consequences, and causes. The procedure also involved a follow-up assessment, six weeks later, in which depressive symptomatology, hopelessness, and the occurrence of negative events were assessed. In line wieveloped hopelessness. At the same time, however, contrary to the integrative theory, depressogenic inferential styles interacted with the occurrence of negative events to predict increases in hopelessness but not nonhopelessness depression symptoms in seventh grade girls with high but not low self-esteem. This interaction, however, was not mediated by hopelessness. The impact of developmental considerations on the theory is discussed.