The Relationship Between Depressive Symptomatology in School Children and the Social Responses of Teachers

Abstract

Examined the relationship between self-reported and parent-reported depressive symptomatology in school children and the social responses of teachers. Ninety-seven fourth-, fifth-, and sixth-grade students, their parents, and their teachers participated in the study. Small but significant correlations were found between self-reported child depressive symptoms and negative social responses early in a school year; hierarchical regression models that controlled for demographics also demonstrated this relationship. No relationship was found between teacher social response ratings and parent reports of child depressive-type symptoms. Significant relationships were found, however, between parents' ratings of delinquency and thought problems, and teachers' social responses. An exploratory analysis conducted 6 months later using a subsample of subjects suggested that the relation between self-reported depressive symptomatology and negative social responding increases over time. Overall, partial support was found for Coyne's (1976) interpersonal model of depression as applied to children.