The Experts below are selected from a list of 2859 Experts worldwide ranked by ideXlab platform
Patrick Possel - One of the best experts on this subject based on the ideXlab platform.
-
The Conceptualization of the Positive Cognitive Triad and Associations with Depressive Symptoms in Adolescents
Child Psychiatry & Human Development, 2020Co-Authors: Caroline M Pittard, Patrick Possel, Jill L. Adelson, Susan H. Spence, Jeanie Sheffield, Michael G. SawyerAbstract:The positive Cognitive Triad (positive cognitions about the self, world, and future) has been considered a protective factor against depressive symptoms. This study examines three conceptualizations of the positive Cognitive Triad and their relation to depressive symptoms. Analyses were replicated in two samples in order to provide evidence for the validity of findings. Two samples ( n _1 = 2982, M _age = 13.04, Range _age = 11–15 years; n _2 = 2540, M _age = 13.11, Range _age = 11–16 years) of Australian adolescents completed the Positive Cognitive Triad Inventory and Center for Epidemiological Studies Depression Scale. Findings supported the notion that the overall positive Cognitive Triad is a protective factor for depressive symptoms, and specifically, the role of positive cognitions about the self in this protection. After future studies examine the directionality of the relation between positive cognitions and depressive symptoms, mental health providers using Cognitive behavioral approaches may consider examining positive cognitions with patients.
-
perceived discrimination and depressive symptoms is the Cognitive Triad a moderator or mediator
Child Care Quarterly, 2020Co-Authors: Kate J Berghuis, Patrick Possel, Caroline M PittardAbstract:The present study sought to determine whether the Cognitive Triad serves as a moderator or mediator in the association between perceived everyday discrimination (PED) and depressive symptoms among inner-city youth by examining if discrimination is related to both Cognitive processes and depressive symptoms in adolescents. Previous research illustrated that by eighth grade, Cognitive styles begin to moderate the relations of stressful events and depressive symptoms. We hypothesized that PED and the Cognitive Triad interact in their association with depressive symptoms. Participants included 232 ninth-grade students (M = 14.18 years, 38% female) from an inner-city public high school who completed measures examining PED, the Cognitive Triad, and depressive symptoms. Participants identified as Black or African American (46.5%), White or European American (37.0%), Mixed Race (12.2%), Other Race (2.6%), and Latino/a (1.7%). A hierarchical linear regression testing the moderation model found PED and the Cognitive Triad to be significant predictors of depressive symptoms. The interaction effect, however, was non-significant, in contrast with our hypothesis. Additionally, a significant indirect effect of PED on depressive symptoms through the Cognitive Triad was established which supported a partial mediation. Our findings support a partial mediation model in understanding the relationship between PED, the Cognitive Triad, and depressive symptoms. Based on this, psychologists should intervene on a societal level to reduce PED, as well as on an individual level with regard to modifying the Cognitive Triad in order to alleviate depressive symptoms in adolescents.
-
Cognitive Triad as mediator in the hopelessness model a three wave longitudinal study
Journal of Clinical Psychology, 2011Co-Authors: Patrick Possel, Denise S ThomasAbstract:Several authors proposed that all elements of Beck's Cognitive Triad (1976) mediate the associations between inference style as described in the hopelessness model (Abramson, Alloy, & Metalsky, 1989) and depressive symptoms. Results of a 3-wave longitudinal study indicate only a partial mediation model with all elements of the Cognitive Triad being associated with all inference styles, with depressive symptoms fitting the data best. Controlling for direct and indirect effects, no individual element of the Cognitive Triad mediates the association between inference styles and depressive symptoms. The partial mediation model is not stable across sex or clinical vs subclinical samples. In general, the data supports the integration of all three elements of the Cognitive Triad into the hopelessness model.
-
Cognitive Triad inventory cti psychometric properties and factor structure of the german translation
Journal of Behavior Therapy and Experimental Psychiatry, 2009Co-Authors: Patrick PosselAbstract:A central component of Beck, A. T., Rush, J., & Shaw, B. F. [(1979). Cognitive therapy of depression. New York: Guilford Press] Cognitive theory of depression is the Cognitive Triad (negative view of self, world, and future) measurable with the Cognitive Triad Inventory (CTI). This study examined the psychometric properties and factor structure of the German CTI in a sample of 796 German volunteers. The study provides evidence for the reliability and validity of the German CTI and of independent positive and negative elements of the Cognitive Triad. Furthermore, results emphasize methodological above conceptual problems in Beck et al.'s (1979) theory as cause for instabilities in the CTI's factor structure across different studies.
Mina Fazel - One of the best experts on this subject based on the ideXlab platform.
-
relationship between children s cognitions and later educational progress in rural south africa a longitudinal study
Journal of Epidemiology and Community Health, 2019Co-Authors: Melissa Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and cognitions on educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and cognition of children aged 10–12 in rural South Africa. We linked that data with measures of educational progress collected 5 years later and examined associations between educational progress and (1) behavioural and emotional problems and (2) Cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive cognitions (CTIC-C) was positively associated with progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and educational progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve cognition in childhood, guided, for example, by principles of Cognitive–behavioural therapy.
Helen E. Jack - One of the best experts on this subject based on the ideXlab platform.
-
relationship between children s cognitions and later educational progress in rural south africa a longitudinal study
Journal of Epidemiology and Community Health, 2019Co-Authors: Melissa Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and cognitions on educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and cognition of children aged 10–12 in rural South Africa. We linked that data with measures of educational progress collected 5 years later and examined associations between educational progress and (1) behavioural and emotional problems and (2) Cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive cognitions (CTIC-C) was positively associated with progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and educational progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve cognition in childhood, guided, for example, by principles of Cognitive–behavioural therapy.
Caroline Braet - One of the best experts on this subject based on the ideXlab platform.
-
is the Cognitive Triad a clear marker of depressive symptoms in youngsters
European Child & Adolescent Psychiatry, 2015Co-Authors: Caroline Braet, Laura Wante, Marielotte Van Beveren, Lotte TheuwisAbstract:Research on depression showed patterns of maladaptive thinking reflecting themes of negative self-evaluation, a pessimistic view on the world and hopelessness regarding the future, the so-called Cognitive Triad. However, it is still unclear if these Cognitive aspects are also a clear marker of depressive symptoms in children. Therefore in the current study we will investigate to what extent the Cognitive Triad contributes to the prediction of depressive symptoms. Four hundred and seventy-one youngsters with a mean age of 12.41 years, of which 53% were male, participated in this study. They filled in self-report questionnaires to measure depressive symptoms, anxious symptoms, emotional and behavioral problem behavior and the Cognitive Triad. The Cognitive Triad explained 43.5% of the variance in depressive symptoms as reported by the children themselves without controlling for comorbid psychopathology. When controlling for comorbid anxiety and externalizing behavior problems, adding the Cognitive Triad contributes to depressive symptoms with 11% on top of the 45% explained variance by comorbid problems. The findings were observed both in the child (10-12 years) and adolescent (13-15 years) subsample. The standardized betas for the view on the World were low and did only reach the significance level in the adolescent sample. The Cognitive Triad represents a key component of depressive symptoms, also in younger age groups. Specifically the negative view on the Self and the negative view on the Future is already associated with depressive symptoms in both the child and adolescent subsample. The common variance among different psychopathologies (depression, anxiety and behavioral problems) still needs to be sorted out clearly.
-
brief report a longitudinal investigation of the relation between a negative Cognitive Triad and depressive symptoms in youth
Journal of Adolescence, 2006Co-Authors: Benedikte Timbremont, Caroline BraetAbstract:The present study examined self-reported depressive symptoms and associated Cognitive features by reporting data from a 1-year longitudinal study of a community sample of 93 children and 69 adolescents. Results revealed that in childhood a negative Cognitive Triad appeared to be more a consequence than a predictor of depressive symptoms after 1 year. In adolescence, a negative view of the future was predictive of depressive symptoms after 1 year. A negative Cognitive Triad also appeared to be a consequence of depressive symptoms. The results imply that in youth depressive symptoms produce changes in the Cognitive style, which may put them at risk for future episodes of depression.
Melissa Cortina - One of the best experts on this subject based on the ideXlab platform.
-
relationship between children s cognitions and later educational progress in rural south africa a longitudinal study
Journal of Epidemiology and Community Health, 2019Co-Authors: Melissa Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and cognitions on educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and cognition of children aged 10–12 in rural South Africa. We linked that data with measures of educational progress collected 5 years later and examined associations between educational progress and (1) behavioural and emotional problems and (2) Cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive cognitions (CTIC-C) was positively associated with progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and educational progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve cognition in childhood, guided, for example, by principles of Cognitive–behavioural therapy.