Social skill and depression: A test of cognitive and behavioral hypotheses
โ Scribed by Roy W. Grabow; Barry R. Burkhart
- Publisher
- John Wiley and Sons
- Year
- 1986
- Tongue
- English
- Weight
- 513 KB
- Volume
- 42
- Category
- Article
- ISSN
- 0021-9762
No coin nor oath required. For personal study only.
โฆ Synopsis
Depression often is characterized by a subjective sense of social inadequacy.
Behavioral theories explain this as an accurate perception of a social skills deficit. Cognitive theories explain the experience as the result of a negatively biased self-appraisal, although social skills may be adequate. In order to test these two alternative explanations, 10 depressed and 16 nondepressed female undergraduate students participated in a social interaction task. Performance ratings made by self and others were compared. The depressed subjects did not exhibit either a social skills deficit or a negative bias in their self-evaluation of social skill. However, there were other indications of a negative bias among the depressed subjects. The results do not provide differential support for either cognitive or behavioral theories of depression, but have implications for both.
Depression often is characterized by a subjective sense of social inadequacy. Depressed persons typically feel unlikable, sometimes to the point that they regard their very presence as a burden on others. There is little doubt that depressed persons experience themselves in this way and perceive others as reacting unfavorably to them. However, the question remains whether this perception is realistic, in the sense of being similar to the view of others, or an unrealistic, negatively biased view.
Beck (1967) has argued that the depressive's unfavorable self-perceptions are unrealistic. Thus, a depressed person might regard himself as socially inadequate and rejected, although others view him more favorably. Behavioral theories, on the other Requests for reprints should be addressed to Roy Garbow, Ph.D.
๐ SIMILAR VOLUMES
The present investigation examined depression and its social-cognitive and cognitive correlates in a sample of 108 elementary school children: 36 children in each of grades 1, 4, and 8. Children were classified as depressed and nondepressed according to their scores on the Children's Depression Inve