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Article 1: Cole, D. A., Jacquez, F. M., LaGrange, B., Pineda, A. Q., Truss, A. E., Weitlauf, A. S., . . . Dufton, L. (2011). A longitudinal study of cognitive risks for depressive symptoms in children and young adolescents. The Journal of Early Adolescence, 31, 782–816. doi:10.1177/0272431610376248

Learning Objective: 13.2 Analyze the major causes of depressive disorders in children and adolescents ranging from genetic-biological factors to social-cultural influences.

Summary: This study followed children with either high or low cognitive vulnerability of depression in a 3-year, three-wave study. Results indicated that these cognitive factors predicted later depressive symptoms. There was overlap between the cognitive factors and the effect of these factors diminished over the course of the study.

Questions to Consider:

1. What are the three cognitive diatheses that they were studying? Which would you expect would be most predictive of later depression?
2. The results indicated that attributional style was less critical than negative cognitions or self-competence. Why might this be?
3. These results came from a very specific population. Would you expect them to be different or largely the same in a different group? Why?
    

Article 2: Uran, P., & Kilic, B. G. (2015). Family functioning, comorbidities, and behavioral profiles of children with ADHD and Disruptive Mood Dysregulation Disorder. Journal of Attention Disorders, online ahead of print. doi:10.1177/1087054715588949

Learning Objective: 13.1 Describe the key features of Disruptive Mood Dysregulation Disorder (DMDD) and differentiate DMDD from other conditions affecting young children. Identify and give examples of evidence-based treatments for DMDD.

Summary:  This study compared children with ADHD and DMDD, and healthy controls on a number of factors to identify characteristics that distinguish between the groups. Compared to children with ADHD, those with DMDD demonstrated greater comorbidity and more impaired behavioral patterns.

Questions to Consider:

1. Describe the methodology of this study. What were the strengths and weaknesses?
2. Results indicated that family functioning was more impaired in the DMDD group than the ADHD group. Why might this be?
3. What interventions are recommended for families and children with DMDD?
    

Article 3: Freuchen, A., & Groholt, B. (2015). Characteristics of suicide notes of children and young adolescents: An examination of the notes from suicide victims 15 years and younger. Clinical Child Psychology and Psychiatry, 20, 194–206. doi:10.1177/1359104513504312

Learning Objective: 13.3 Differentiate suicidal and non-suicidal self-injury and describe how the prevalence of self-injurious behaviors varies as a function of age, gender, and ethnicity.

Identify some of the main causes of suicide in youths and evidence-based techniques to prevent and treat suicidal behavior.

Summary:  Through psychological autopsy, this study examined suicide notes from 18 youth and compared these children with suicide victims who did not leave notes. Notes were similar to those left by older suicide victims, explaining the reason for the suicide, giving instructions, and declaring love.

Questions to Consider:

1. Describe the process of psychological autopsy. How was this study completed?
2. As you read the summary of what was in the notes, what were your thoughts? What questions would you like to ask?
3. The notes are described as logical. The note writers are also more likely to have demonstrated suicidal behavior before the suicide than non-note writers. What are the implications of this for suicide prevention and risk identification?