Teachers' ratings of social competence of children with high versus low levels of depressive symptoms

This study examined the relationship between children's self-ratings of depressive symptoms on the Children's Depression Inventory (CDI) and teachers' ratings of the situational social competence of these children based on the Taxonomy of Problematic Social Situations (TOPS). Children...

Full description

Saved in:
Bibliographic Details
Published in:Journal of school psychology 1996-12, Vol.34 (4), p.337-349
Main Authors: Shah, Farhana, Morgan, Sam B.
Format: Article
Language:English
Subjects:
Childhood Depression
Children
Depression (Psychology)
Elementary Education
Interpersonal Competence
Rating Scale Analysis
Social competence
Social Problems
Student Attitudes
Student Behavior
Teacher Attitudes
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study examined the relationship between children's self-ratings of depressive symptoms on the Children's Depression Inventory (CDI) and teachers' ratings of the situational social competence of these children based on the Taxonomy of Problematic Social Situations (TOPS). Children in the high CDI group showed significantly higher teacher ratings (indicating lower social competence) than children in the low CDI group on four TOPS scales: peer group entry, response to provocation, response to success, and teacher expectations. Of the children in the high CDI group, 85% could be correctly classified with a discriminant analysis on the basis of TOPS ratings; of the children in the low CDI group, 77% were correctly classified. Implications of these findings, as well as limitations of the study, are discussed.
ISSN:0022-4405
1873-3506
DOI:10.1016/S0022-4405(96)00019-2