TY - JOUR
T1 - The contribution of deficits in emotional clarity to stress responses and depression
AU - Flynn, Megan
AU - Rudolph, Karen D.
N1 - Funding Information:
We would like to thank the participants and schools for their participation in this study, as well as the numerous students and research assistants who contributed to data collection. Specifically, we would like to thank Jamie Abaied, Molly Bartlett, Sarah Kang, Allison Casillas, and Brigitte Jauch for their assistance in collecting and supervising the data involved in this study. This research was funded by the National Institute of Mental Health Grant R01 MH068444 awarded to Karen D. Rudolph.
PY - 2010/7
Y1 - 2010/7
N2 - This research investigated the contribution of deficits in emotional clarity to children's socioemotional adjustment. Specifically, this study examined the proposal that deficits in emotional clarity are associated with maladaptive interpersonal stress responses, and that maladaptive interpersonal stress responses act as a mechanism linking deficits in emotional clarity to childhood depressive symptoms. Participants included 345 3rd graders (M age = 8.89, SD = .34) assessed at two waves, approximately one year apart; youth completed self-report measures of emotional clarity, responses to interpersonal stress, and depressive symptoms. Results supported the hypothesized process model linking deficits in emotional clarity, maladaptive interpersonal stress responses, and depressive symptoms, adjusting for prior depressive symptoms. Findings have implications for theories of emotional competence and for depression-intervention efforts aimed at fostering emotional understanding and adaptive interpersonal stress responses.
AB - This research investigated the contribution of deficits in emotional clarity to children's socioemotional adjustment. Specifically, this study examined the proposal that deficits in emotional clarity are associated with maladaptive interpersonal stress responses, and that maladaptive interpersonal stress responses act as a mechanism linking deficits in emotional clarity to childhood depressive symptoms. Participants included 345 3rd graders (M age = 8.89, SD = .34) assessed at two waves, approximately one year apart; youth completed self-report measures of emotional clarity, responses to interpersonal stress, and depressive symptoms. Results supported the hypothesized process model linking deficits in emotional clarity, maladaptive interpersonal stress responses, and depressive symptoms, adjusting for prior depressive symptoms. Findings have implications for theories of emotional competence and for depression-intervention efforts aimed at fostering emotional understanding and adaptive interpersonal stress responses.
KW - Depressive symptoms
KW - Emotional clarity
KW - Interpersonal stress responses
KW - Middle childhood
UR - http://www.scopus.com/inward/record.url?scp=77954540324&partnerID=8YFLogxK
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U2 - 10.1016/j.appdev.2010.04.004
DO - 10.1016/j.appdev.2010.04.004
M3 - Article
AN - SCOPUS:77954540324
SN - 0193-3973
VL - 31
SP - 291
EP - 297
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
IS - 4
ER -