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Biomedical subjects

D A Cole

Publications and source records attributed to D A Cole.

At least 19 recordsLinked to original sources
PubMed2000

Are the discrepancies between self- and others' appraisals of competence predictive or reflective of depressive symptoms in children and adolescents: a longitudinal study, Part II.

Two cohorts of children and adolescents (who started 6th grade in 1993 and 1996), parents, teachers, and peers participated in a 4-wave, 2-year, longitudinal study of perceived competence and depressive symptoms. The authors assessed children's tendencies to underestimate their competence (discrepant self-appraisals) relative to the appraisals of significant others. We also assessed the degree to which self-appraisals reflected the evaluations of others (reflective self-appraisals). Domains of competence were academic competence, physical appearance, behavioral conduct, social acceptance, and athletic competence. Cross-sectional analyses indicated that depressive symptoms correlated with reflective and discrepant self-appraisals. Longitudinal analyses revealed that reflective and discrepant self-appraisals predicted subsequent depressive symptoms and that depressive symptoms predicted discrepant but not reflective self-appraisals. Clinical implications of the findings are discussed.

Adolescent↗
PubMed2000

Self-perceived competence and the relation between life events and depressive symptoms in adolescence: mediator or moderator?

In a 2-wave longitudinal study, 9th-grade students (N = 468) completed self-report measures of stressful life events, depressive symptoms, and 5 domains of self-perceived competence (i.e., academic competence, social acceptance, physical appearance, behavioral conduct, and athletic competence). Teachers and peers also reported about the participants' depressive symptoms. In longitudinal analyses, negative (but not positive) events related to depressive symptoms. Results suggested that self-perceived competence served as a mediator (but not a moderator) of this relation. Negative events predicted changes in self-perceived competence. Self-perceived competence predicted changes in depressive symptoms. Also, the direct effect of negative events on depressive symptoms diminished after controlling for self-perceived competence.

Achievement↗
PubMed2000

Structural differences in parent and child reports of children's symptoms of depression and anxiety.

Two cohorts of public elementary school children and their parents (assessed 3 years apart) completed child and parent forms of the Children's Depression Inventory (CDI) and the Revised Children's Manifest Anxiety Scale (RCMAS). Assessments were conducted twice, once during the fall (N = 562) and again during the spring (N = 630) of the 6th grade. Factor analyses revealed 3 factors for each measure. Two of the 3 parent CDI factors manifested some degree of congruence with their counterparts from the child CDI. Similarly, 2 of the 3 RCMAS factors were somewhat congruent across informant types. Differences between parent and child factor structures suggest that parents' and children's reports focus on somewhat different aspects of child psychopathology, and they can make qualitatively different contributions to the multiaxial assessment of children.

Adolescent↗
PubMed1999

Creating outcomes with redesign efforts.

Integrating principles from a variety of theories, managers have developed a conceptual framework for reengineering processes in an endoscopy unit to improve the value of services provided to customers. A major goal of this redesign was to enhance or maintain quality of care, increase efficiency, and maintain or reduce costs. This was accomplished by analyzing data and outcome measures related to patient, physician, and staff member satisfaction, as well as resource allocation. The departmental results were tangible, positive, and visible almost immediately. With the right team and the right techniques, tools, methodologies, and decision-making processes, redesign projects can and do lead to dramatic improvements in productivity, service, customer and staff member satisfaction, cost control, and innovation.

Efficiency↗
PubMed1999

A longitudinal study of negative affect and self-perceived competence in young adolescents.

In a 4-wave, 2-year longitudinal design, the authors obtained measures of negative affect (NA) and self-perceived competence from 220 boys and 216 girls who were 7th graders at the beginning of this study. NA was operationalized as the common dimension underlying self-reports of depressive symptoms, anxiety symptoms, and negative emotions. Self-perceived competence consisted of 2 higher order constructs: a well-behaved/good-student factor and an attractive/athletic/popular factor. Structural equation modeling revealed very high stability estimates for all constructs. Nevertheless, self-perceived competence in the attractive/athletic/popular domain predicted changes in NA. Conversely, NA predicted changes in self-perceived competence in the well-behaved/good-student domain. The primacy of NA versus self-cognitions depends, in part, on the type of self-cognitions being examined.

Adolescent↗
PubMed1998

Are cognitive errors of underestimation predictive or reflective of depressive symptoms in children: a longitudinal study.

Children in Grades 3-8 participated in a longitudinal study of the relation between negative self-evaluation errors and symptoms of depression. Children's self-perceived competence in 5 domains (academic, social, athletic, appearance, and conduct) was compared with teachers' and peers' perceptions. Children's tendency to underestimate their competencies predicted increases in depression scores in only 1 of 6 grade levels. Children's depression scores predicted increases in the underestimation of self-competence over time in all grade levels. Gender differences and developmental differences in the cognitive errors associated with depression scores also emerged. Contrary to A. T. Beck's (1963, 1972) model, negative self-distortions appear to be more reflective than predictive of depression in children.

Adolescent↗
PubMed1998

A longitudinal look at the relation between depression and anxiety in children and adolescents.

Elementary school students (n = 330) and their parents (n = 228) participated in a 3-year longitudinal study of the temporal relation between anxiety and depressive symptoms in children. Every 6 months, children and parents completed depression and anxiety questionnaires for a total of 6 waves. Structural equation modeling revealed that individual differences on all measures were remarkably stable over time. Nevertheless, high levels of anxiety symptoms at 1 point in time predicted high levels of depressive symptoms at subsequent points in time even after controlling for prior levels of depression symptoms. These findings were consistent across self- and parent reports. Results support the temporal hypothesis that anxiety leads to depression in children and adolescents.

Adolescent↗
PubMed1997

Cumulative and compensatory effects of competence and incompetence on depressive symptoms in children.

The authors tested 5 hypotheses from a competency-based model of child depression using classification and regression tree analysis. The authors obtained measures of 5 domains of competency (i.e., academic competence, social acceptance, sports competence, physical attractiveness, and behavioral conduct) and depressive symptoms that were derived from parent, teacher, peer, and self-reports on 1,063 3rd- and 6th-grade children. Results suggested that (a) multiple domains of competence related to depressive symptoms, (b) significant others' positive evaluations in multiple domains have a cumulative inverse relation to depressive symptoms, (c) negative evaluations in multiple domains have a cumulative but positive relation to depressive symptoms, (d) positive evaluations in one domain somewhat compensate for negative evaluations in another domain, and (e) negative evaluations in one domain offset positive evaluations in another domain.

Child↗
PubMed1997

Relation between symptoms of anxiety and depression in children: a multitrait-multimethod-multigroup assessment.

Teacher, parent, peer, and self-ratings of depression and anxiety symptoms were obtained from 280 3rd-grade and 211 6th-grade children. Confirmatory factor analysis of these multitrait-multimethod data for 3rd graders revealed low but statistically significant levels of convergent validity, high levels of method variance, and an extremely high correlation between the depression and anxiety factors, even after controlling for shared method variance. Similar analyses of 6th graders revealed slightly higher levels of convergent validity and a somewhat smaller correlation between the depression and anxiety factors. The data support a unified construct model for younger children and are consistent with either a dual factor or a tripartite model of depression and anxiety in older children.

Age Factors↗
PubMed1997

A competency-based model of child depression: a longitudinal study of peer, parent, teacher, and self-evaluations.

In a two-wave longitudinal study of third and sixth graders (N = 617), we obtained self-reports of depression and peer, teacher, parent, and self-reports of competence in five domains: academic, social, attractiveness, conduct, and athletic. Competency evaluations by others predicted change in self-perceived competence over time for girls, but not for boys. Depression predicted change in self-perceived competence over time for boys but not for girls. Among girls, the relative importance of parent, teacher, and peer appraisals shifted from third to sixth grade. For both boys and girls, self-perceptions of competence predicted change in depression scores over time. Furthermore, self-perceived competencies mediated the relation between competency appraisals by others and children's self-reported depression. Results are interpreted in light of a competency-based model of child depression.

Adolescent↗
PubMed1996

Modeling causal relations between academic and social competence and depression: a multitrait-multimethod longitudinal study of children.

The authors obtained self-reports, peer nominations, teacher ratings, and parent reports of depression and social and academic competence on 490 3rd graders and 455 6th graders near the beginning and end of the school year. Confirmatory factor analysis and structural equation modeling revealed that (a) measures showed significant convergent and discriminant validity; (b) within-wave correlations between constructs were large and significant, although the depression-social competence correlation was larger than the depression-academic competence correlation; (c) the cross-wave stability of all constructs was remarkably high; and (d) social competence at Wave 1 predicted depression at Wave 2 for 6th graders after controlling for depression at Wave 1. Depression did not predict change in either academic or social competence over time. Implications for competence-based and failure-based models of child depression are discussed.

Achievement↗
PubMed1996

Relation of depressive symptoms to the structure of self-knowledge in childhood.

Measures of positive, negative, and total self-complexity (or self-concept differentiation), self-compartmentalization, self-reported negative events, and self-reported symptoms of depression, anxiety, and conduct disorder were completed by 4th-, 6th-, and 8th-grade public school students. Measures of self-complexity and self-compartmentalization related positively to depression. Results were consistent across grade level. Controlling for anxiety and conduct disorder did not attenuate these effects. Results for positive and negative self-complexity were essentially equivalent to those for total self-complexity. Interactions between self-complexity and negative event and between self-compartmentalization and differential importance were not significant. The authors propose that self-complexity in childhood constitutes a response to negative self-relevant information sometimes conveyed by negative events. The authors conjecture that self-complexity does not buffer the impact of negative events in childhood but may serve as a buffer later in life.

Adolescent↗
PubMed1995

Competence and memory: integrating psychosocial and cognitive correlates of child depression.

Positive and negative peer nominations of multiple competencies and incidental recall of positive and negative self-referential adjectives were measured in relatively depressed and nondepressed fourth-, sixth-, and eighth-grade children (9 to 15 years old). Positive and negative peer evaluations related significantly to children's ability to recall positive and negative self-referential information (respectively), even after controlling for concurrent depressive symptoms. Positive and negative peer evaluations also related strongly to children's self-reported depressive symptoms. Incidental recall of positive and negative information significantly related to self-reported depression. In fact, the relation between recall of negative information and depression significantly increased in the eighth grade. Finally, preliminary support emerged that cognitive processes related to the incidental recall of negative self-descriptive information may mediate the relation between peer evaluations and depression. Implications for further research into the social determinants of cognitive processes and into the social and cognitive determinants of depression are discussed.

Adolescent↗
PubMed1994

Floor of the mouth cancer.

One hundred eighty-three patients with floor of the mouth cancer, of whom 162 were evaluable, were treated between 1962 and 1987. Most patients (139) received treatment with curative intent. Forty-seven received surgery only; 45 received radiotherapy (RT) only; 23 received preoperative RT and surgery; 24 received surgery and postoperative RT. A subset of 30 patients received brachytherapy and external beam RT. Overall survival rates were: surgery only, 90%/68% (2 years/5 years); RT only, 65%/45%; preoperative RT, 65%/43%; and postoperative RT, 78%/41%. Patients receiving surgery generally had lower stage disease and good performance status; RT patients generally had higher stage disease--(64% had stages III and IV disease). Patients receiving RT also had over twice the incidence of deaths from intercurrent disease. These were the contributing factors to the lower survival rate of the patients receiving RT. Disease-free survivals were similar between the groups. In contrast, locoregional control was better for patients receiving RT, particularly in the postoperative RT and brachytherapy groups. Locoregional control rates were: surgery only, 59%/52% (2 years/5 years); RT only, 78%/69%; preoperative RT, 75%/58%; postoperative RT, 80%/74%; and brachytherapy, 96%/89%. This advantage in locoregional control was marked in patients with advanced local disease and was evident at 2 years and beyond. Treatment approaches evolved during the study period toward the use of surgery only in lower stages and combined with RT (usually postoperative) in higher stages.

Adult↗
PubMed1994

Developmental differences in cognitive diatheses for child depression.

We studied developmental changes in the relation between cognitive style (i.e., attributional style and cognitive errors) and depression in children. Subjects included 409 fourth-, sixth-, and eighth-grade school children. We hypothesized (1) that evidence congruent with a cognitive diathesis model of depression would emerge with development across middle childhood, (2) that Event x Cognitive Style x Age interactions would be specific to some domains of stressful events but not others, and (3) that interactions would be especially prominent in domains that children regarded as personally important. Hierarchical multiple regressions indicated that cognitive style moderated the relation between events and self-reported depressive symptoms only in later childhood, and that such interactions were specific to certain domains of stressful events and cognitions. The importance of distinguishing among types of stress and cognitions in future tests of diathesis-stress models of childhood depression are discussed. Implications of developmental differences in the psychopathology of child depression also emerge.

Adolescent↗
PubMed1993

Models of cognitive mediation and moderation in child depression.

Negative cognitive errors, attributional style, positive and negative events, peer-nominated competence, and self-reported depression were assessed in 356 fourth, sixth, and eighth graders. Data supported theoretical models in which attributional style and cognitive errors mediated the relation of competence to depression. Data did not support models in which attributional style moderated the relation between either life events or competence and depression; however, weak support emerged for a moderational model involving negative life events and cognitive errors. The viability of diathesis-stress models in childhood, especially in which cognitive style is the diathesis, is critically examined.

Adolescent↗
PubMed1991

Preliminary support for a competency-based model of depression in children.

The relation of child depression to competency feedback was explored in five domains: academic, social, physical attractiveness, conduct, and sports. Self-reports of depression and peer nominations of competency were obtained from 1,422 elementary school children. Findings supported 4 hypotheses from a competency-based model of child depression. Peer nominations of competency in various domains were negatively related to depression. Being nominated as relatively incompetent in multiple domains corresponded with higher levels of self-reported depression. Being nominated as competent in one or more domains corresponded with lower levels of depression. Individual differences in incompetency were more strongly related to depression than were those in competency, especially for girls. Early intervention in child depression is discussed. Longitudinal and experimental designs are recommended for testing further the competency-based model.

Age Factors↗