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Unformatted text preview: Journal of Counseling Psychology 1989, V ol. 36, N o. 4, 4 0 8 -4 1 6 C opyright 1989 by the A m erican Psychological A ssociation, Inc. 0 0 2 2 -0 1 6 7 /8 9 /5 0 0 ,7 5 Behavioral C orrelates of D epression: A ntecedents or Consequences? D avid A . C ole and M atth ew M ilstead University of Notre Dame W e com pared C oyne's (1976a) interpersonal m odel of depression to Lew insohn's (1974) social skill m odel of depression in a large sam ple of nonreferred college students. Ss com pleted questionnaires on social skill, social support, depression, hopelessness, social anxiety, and social desirability. L inear structural equation m odeling results partially supported C oyne's theory that depression inhibits social skill and social skill deficits negatively affect social support. Lewinsohn's theory that social skill deficits prom ote depression w as not supported. C ontrary to both Coyne and Lew insohn, no evidence of a direct relation betw een social support and depression w as found. Results suggested that social skill deficits are a consequence, not a cause, of depression. Im plications for counseling process and interpersonal m odels of individual pathology are dis- cussed. Depression is one of the m ost com m on presenting problem s am ong college students who seek counseling (K ram er, Berger, & M iller, 1974; Snyder, H ill, & D erksen, 1972). Beck and Y oung (1978) suggested that depression is the leading psychi- atric diagnosis am ong college students as well. Clearly, depres- sion is a m ajor concern of the counseling psychologist. In counseling, at least tw o trends are apparent. O ne is the em - phasis on psychoeducational and skills training approaches for various problem areas (Ivey, 1976). The other is the em phasis on interpersonal factors in the etiology and treat- m ent of intrapersonal disorders (e.g., Claiborn, 1979; Clai- born, W ard, & Strong, 1981; Strong, 1968). G iven the high rate of depression in college students, the application of psychoeducational and skills training m odels to affective dis- orders in college students is of considerable interest. Further- m ore, this interest is not lim ited only to extrem e cases of depression. M any theorists regard depression as a continuum that ranges from m ild, dysthym ic states to severe, affective illness with som atic sym ptom s of sleep, appetite, and psycho- m otor disturbance (e.g., Coyne, 1982). Indeed, m ost previous research on interpersonal and skills training m odels of depres- sion has been conducted w ith college students with m ild to m oderate levels of depression. Perhaps the m ost researched interpersonal theory of depres- sion is Coyne's (1976a, 1976b, 1982, 1985). Sim ilarly, the m ost widely studied social skills m odel of depression belongs to Lew insohn (1974; Lew insohn & Shaffer, 1971; Libet & Lew insohn, 1973; Sanchez, Lew insohn, & Larson, 1980)....
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This note was uploaded on 06/11/2010 for the course PSYC 588 taught by Professor Sunjinghong during the Spring '10 term at University of Illinois at Urbana–Champaign.
- Spring '10
- Counseling Psychology