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Biomedical subjects

P C Kendall

Publications and source records attributed to P C Kendall.

At least 19 recordsLinked to original sources
PubMed1992

Comorbidity of anxiety and depression in children and adolescents.

Anxiety and depression in children and adolescents are reviewed, including differential diagnosis, assessment of symptoms, family history data, developmental features, and clinical correlates. Findings indicate that 15.9% to 61.9% of children identified as anxious or depressed have comorbid anxiety and depressive disorders and that measures of anxiety and depression are highly correlated. Family history data are inconclusive. Differences emerged among children with anxiety, depression, or both disorders. Anxious children were distinguishable from the other 2 groups in that they showed less depressive symptomatology and tended to be younger. The concurrently depressed and anxious group tended to be older and more symptomatic. In this group, the anxiety symptoms tended to predate the depressive symptoms. Findings are discussed in the context of a proposed developmental sequence.

Adolescent↗
PubMed1992

Comorbidity and treatment planning: summary and future directions.

This summary blends the commentaries from the 6 articles in the special section on comorbidity. Included is a discussion of various definitions of comorbidity, the merits and demerits of a hierarchical diagnostic system, and consideration of the extent, patterning, and nature of comorbidity. Directive comments with reference to future intervention planning mention both assessment (distinguishing overlapping constructs) and treatment (sequencing and treatment manuals) issues.

Adult↗
PubMed1991

Psychological and pharmacological therapy: methods and modes for comparative outcome research.

Psychological and pharmacological comparative outcome studies are reviewed, typically using select examples of cognitive-behavioral interventions from among the psychological therapies and of depression from among the disorders. Special attention is given to methodological considerations such as selecting outcome measures, calibrating the quality of therapy, and investigating client and therapist characteristics and the therapeutic relationship. Discussion includes consideration of various modes of comparison (i.e., quickness of action, side effects, relapse, compliance, cost-effectiveness) that may be used in comparative outcome studies. A disorder-specific approach to comparative outcome research is seen as a necessary step in the progress toward an increasingly sophisticated discrimination of distinctive, complementary, and interactive therapeutic processes.

Cognitive Behavioral Therapy↗
PubMed1991

Child therapy: issues and recommendations.

When children or adolescents are clients in receipt of psychological treatment, there are specific issues that require attention. With regard to assessment and diagnosis, researchers and clinicians alike must pay attention to variations across sources of assessment data, the comorbidity of diagnoses, and the potential utility of a "family" (as opposed to child) diagnosis. Considerations of "Who is the client?" and the role of the therapeutic relationship in child therapy are discussed. Specific methodological recommendations regarding randomized clinical trials, control groups, the selection of dependent variables, the manualization of treatments, and the use of tests of clinical and statistical significance are presented. Specific topics for research are recommended.

Adolescent↗
PubMed1990

Cognitive deficit or cognitive distortion in childhood depression.

Three studies were conducted to evaluate cognitive disturbance and depression in children. In Study I, 47 sixth-grade children, including 17 who received a DSM-III diagnosis of depression, and their parents were independently interviewed with the Schedule for Affective Disorders and Schizophrenia for School-Age Children, and they completed the Parent-Child Depression Inventory. Children completed the Children's Depression Inventory, the Matching Familiar Figures Test, and the My Standards Questionnaire. Results of Study I were consistent across raters and measures: Depression was associated with a negative style of processing self-evaluative information, while being unrelated to a processing deficit. A second study was initiated to replicate the results of Study 1 and to extend them to a wider age range of children. Thirty-eight third-, fourth-, fifth-, and sixth-grade children, half of whom were depressed and half of whom indicated a minimum of depressive symptomatology on the Children's Depression Inventory, completed the Matching Familiar Figures Test and the My Standards Questionnaire. Results were very similar to those found in Study 1. A third study was conducted to test whether the self-perceptions of depressed children were accurately negative or negatively distorted, as judged against their teachers' observations of them. Results supported the hypothesis that depressed children exhibit a distorted style of processing self-evaluative information. The implications of the results for theory and treatment were discussed.

Attention↗
PubMed1989

Elevated platelet MAO is related to impulsivity in disruptive behavior disorders.

Platelet monoamine oxidase (MAO) activity was measured in 32 drug-free prepubertal boys with externalizing symptoms of disruptive behavior disorders and 47 boys with no DSM-III-R diagnoses, and correlated to questionnaire and laboratory performance measures of impulsivity. A subgroup of boys with high MAO activity exhibited significantly poorer performance (i.e., more impulsivity) than a subgroup of low MAO activity on laboratory tasks requiring response inhibition. High MAO patients were more impulsive than high MAO controls on some performance tasks and elevated platelet MAO was unrelated to personality questionnaire measures of impulsivity or to patient status. These data suggest that biological markers such as MAO activity may correlate better with performance than clinical questionnaire measures. Abnormally high platelet MAO activity may not be sufficient to produce externalizing symptoms in children, perhaps interacting with an underlying behavioral dimension of impulsivity.

Attention Deficit Disorder with Hyperactivity↗
PubMed1987

Cognitive specificity in emotional distress.

Cognitive approaches to emotional distress posit that specific cognitive factors are critically linked to the etiology, course, or treatment of dysfunction. Although a number of empirical studies have assessed cognitive factors in emotional disorders such as depression and anxiety, research has yet to assess these variables simultaneously and with identical cognitive measures. Using depression and test anxiety as models of dysfunctional affective states, we examined cognitive specificity on measures of information processing, attributions, automatic thinking, and cognitive interference. Results indicated a pattern of specificity showing several differences and similarities in depression and anxiety. Specifically, "purely" depressed individuals showed evidence of selectively processing depressive information, making dysfunctional attributions, and engaging in more negative automatic thinking. "Purely" anxious individuals, on the other hand, showed evidence of selective anxious information processing and increased cognitive interference. Results are discussed in terms of a taxonomy for classifying depressive and anxious cognition.

Anxiety Disorders↗
PubMed1985

Toward a cognitive-behavioral model of child psychopathology and a critique of related interventions.

A cognitive-behavioral model recognizes the interdependencies of cognitive, affective, social, developmental, and behavioral factors in the etiology and remediation of childhood psychopathology. The model is concerned with the cognitive distortions and deficiencies that surround behavioral events and emphasizes the combination of treatment strategies with the therapist as a remediation organizer. Recommendations are made regarding treatment expectations, the specificity of the cognition-disorder relationship, the quality of the application of the training, and the need for further involvement of the child in the therapeutic curriculum.

Behavior Therapy↗
PubMed1985

Psychological aspects of patient education for stressful medical procedures.

Psychological preparation for stressful medical procedures is becoming more and more common, and health educators frequently design and implement many of these programs. This article summarizes many of the issues relevant to these patient education programs. Individual differences among patients and their differential responses to types of interventions are emphasized, and descriptions of information provision, skills training, relaxation training/desensitization, modeling, self-statement modification interventions are provided.

Adaptation, Psychological↗
PubMed1979

Short form and factor-analytic studies of the WISC-R with behavior problem children.

Two analyses of the WISC-R protocols of 100 children referred for behavioral problems in school were conducted to study (a) the utility of a variety of WISC short forms and (b) the factor structure of the WISC-R. Although the correlations between short form and WISC-R IQs were highly significant, mean differences and a high percentage of IQ classification changes indicated that the short forms were not acceptable WISC-R substitutes. Different factor analyses consistently evidenced two factors, Verbal Comprehension and Perceptual Organization, which corresponded perfectly to the Verbal and Performance.

Adolescent↗
PubMed1979

Analyses of changes in verbal behavior following a cognitive-behavioral treatment for impulsivity.

Analyses were conducted to examine further the results of a cognitive-behavioral treatment for impulsivity in emotionally disturbed children (Kendall & Finch, 1978). The verbal behaviors of treated impulsive children, impulsive controls, and reflective children, recorded during MFF performance at pretreatment, posttreatment, and follow-up, were examined. The results indicated nonsignificant effects for several specific codes; however, the impulsive children that had received treatment evidenced a significant increase in total on-task verbal behavior at posttreatment. Discussion includes a consideration of these findings in regard to the efficacy of the cognitive-behavioral treatment and the need for research on the assessment of cognitive variables in children.

Behavior Therapy↗