Teacher Involvement Prevents Increases in Children's Depressive Symptoms: Bidirectional Associations in Elementary School.
Child depression
Teacher involvement
Teacher-child relationships
Journal
Journal of abnormal child psychology
ISSN: 1573-2835
Titre abrégé: J Abnorm Child Psychol
Pays: United States
ID NLM: 0364547
Informations de publication
Date de publication:
02 2019
02 2019
Historique:
pubmed:
17
5
2018
medline:
17
6
2020
entrez:
17
5
2018
Statut:
ppublish
Résumé
There is accumulating evidence that social relationships can buffer the development of depression in childhood and adolescence. However, few studies have focused on teacher-child relationships in the elementary school years. In addition, research that has examined bidirectional relations between teacher involvement and depressive symptoms is virtually absent in this age period. The participants in this study were 570 children and 30 teachers from 15 elementary schools. Data on children's depressive symptoms (peer- and teacher-reports) and teacher involvement (teacher-reports) were collected in the fall and spring of Grade 2 and Grade 3 (four waves). As expected, negative cross-time effects of teacher involvement on depressive symptoms were found within grade 2 and 3. In addition, a negative cross-time effect of depressive symptoms on teacher involvement was found in grade 3 only. The results thus indicate the protective role of teacher involvement in the development of depressive symptoms but also suggest that teachers may become less involved over time when they perceive a child as more depressed.
Identifiants
pubmed: 29766403
doi: 10.1007/s10802-018-0441-7
pii: 10.1007/s10802-018-0441-7
doi:
Types de publication
Journal Article
Randomized Controlled Trial
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
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