PRELIMINARY SUPPORT FOR A COMPETENCE-BASED MODEL OF DEPRESSION IN CHILDREN

The relation of child depression to competency feedback was explored in five domains: academic, social, physical attractiveness, conduct, and sports. Self-reports of depression and peer nominations of competency were obtained from 1,422 elementary school children. Findings supported 4 hypotheses from a competency-based model of child depression. Peer nominations of competency in various domains were negatively related to depression. Being nominated as relatively incompetent in multiple domains corresponded with higher levels of self-reported depression. Being nominated as competent in one or more domains corresponded with lower levels of depression. Individual differences in incompetency were more strongly related to depression than were those in competency, especially for girls. Early intervention in child depression is discussed. Longitudinal and experimental designs are recommended for testing further the competency-based model.