ERIC Number: EJ997196
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1537-4416
EISSN: N/A
Translating Basic Psychopathology Research to Preventive Interventions: A Tribute to John R. Z. Abela
Garber, Judy; Korelitz, Katherine; Samanez-Larkin, Silvia
Journal of Clinical Child and Adolescent Psychology, v41 n5 p666-681 2012
This article highlights how the many important contributions of John R. Z. Abela's research program can inform the development and implementation of interventions for preventing depression in youth. Abela provided evidence of multiple vulnerabilities to depression including cognitive (e.g., inferential style, dysfunctional attitudes, ruminative response style), interpersonal (e.g., reassurance seeking, attachment, dependency), personality (e.g., neuroticism, self-criticism), and contextual (e.g., stress, parental depression). He introduced important methodological advances to the study of the hopelessness model of depression, especially in children, including the "weakest link" approach, cognitive priming, and idiographic measurement of stress. We briefly review what is currently known about the prevention of depression regarding intervention targets, content, outcomes, effect sizes, moderators, mediators, specificity, and durability. Next, we summarize several of Abela's contributions that are most relevant to the prevention of depression. We describe the implications of Abela's work for the development, implementation, and testing of programs aimed at preventing depression and discuss important challenges such as the transfer of training to and the personalization of interventions so as to capitalize on individuals' strengths versus compensate for their weaknesses.
Descriptors: Psychopathology, Depression (Psychology), Priming, Effect Size, Transfer of Training, Intervention, Prevention, Attachment Behavior, Personality
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A