A hipótese do desamparo aprendido foi apresentada por Seligman & Maier em 1976 com uma suposta generalidade para todas as condições de estímulo, aversivos ou não e também como um modelo explicativo para a depressão humana. Esta proposição permitiu algumas manipulações experimentais no sentido de reverter o efeito do desamparo, utilizando, inclusive, reforçamento positivo na fase de \"terapia\". A partir dessas questões, o presente trabalho investigou: (a) se animais que apresentaram desamparo em teste de fuga também apresentam dificuldade de aprendizagem reforçada positivamente, envolvendo ou não controle de estímulos; (b) se a exposição ao reforço positivo elimina o desamparo e (c) se o desamparo interfere na resistência à mudança, medida sobre uma segunda aprendizagem discriminativa, reforçada positivamente, que envolve inversão do controle de estímulos. Ratos foram expostos a choques controláveis (C), incontroláveis (I) ou nenhum choque (N), e posteriormente submetidos ao teste de fuga. Foram selecionados três grupos (n=4) de animais que apresentaram desamparo (grupo I) ou aprendizagem de fuga no teste (grupos C e N). Em seguida, todos foram submetidos a (1) reforçamento positivo da resposta de pressão à barra (modelagem, CRF e 10 sessões de treino discriminativo FR/extinção), (2) re-teste de fuga, (3) 10 sessões de treino discriminativo com inversão dos estímulos sinalizadores. Outros quatro animais receberam apenas as sessões de reforçamento positivo. Obteve-se que todos os sujeitos aprenderam igualmente a discriminação e sua reversão, e que 3/4 dos animais do grupo I mantiveram o desamparo no segundo teste de fuga. Esses resultados indicam que o desamparo não se generalizou para a aprendizagem reforçada positivamente e que a exposição ao reforçamento positivo não aboliu o desamparo para a maioria dos sujeitos. Os dados foram discutidos considerando-se o efeito seletivo do desamparo, que ocorre apenas frente a algumas contingências, mas não a todas. Quanto ao fato da \"terapia\" com reforço positivo não ter modificado a dificuldade de aprender uma resposta mediante reforçamento negativo isso sugere que, se o desamparo decorre da aprendizagem de impossibilidade de controle sobre o ambiente, essa aprendizagem não abrange todos os estímulos do ambiente de forma generalizada, mas apenas a uma (ou algumas) determinada classe de estímulos. A identificação das características que definem essa(s) classe (ser choque, ser aversivo ou outras) também deve ser objeto de futuras investigações. / The learned helplessness hypothesis was put forward by Seligman & Maier in 1976 under the assumption of generality among all stimulus conditions, aversive or otherwise, and as an explanatory model of human depression. This proposition allowed for some experimental manipulations aimed at reversing the effect, using, among others things, positive reinforcement during a \"therapy\" phase. With that in mind, the present research attempted to investigate whether: (a) animals that showed signs of helplessness in an escape test also show a learning deficit with positive reinforcement, whether or not involving stimulus control; (b) the exposure to positive reinforcement may cancel out helplessness and (c) helplessness interferes with resistance to change, measured during a second, positively reinforced, discrimination learning (reversal). Rats were first exposed to controllable (C), uncontrollable (I) or no shocks (N) and then to an escape test. Three groups (n=4) were selected: one that displayed helplessness (group I) and two that learned to escape (groups C and N). After that, all subjects were exposed to (1) positive reinforcement of lever pressing (shaping, CRF and ten sessions of discrimination between FR and extinction), (2) the same escape test, (3) ten sessions of discrimination learning with reversed discriminative stimuli. Other four animals were exposed only to sessions of positive reinforcement. All animals learned discrimination and reversal, and three out of four animals of group I remained helplessness in the second escape test. These results suggest that helplessness did not generalize to a positively reinforced task and that exposure to positive reinforcement did not cancel out helplessness for most subjects. Results are discussed considering the selective effect of helplessness, which occurs under some conditions, but not under all. The fact that therapy with positive reinforcement did not reduce the learning deficit observed with negative reinforcement suggest that if helplessness result from learning that it is impossible to control the environment, this knowledge does not include all stimuli in a generalized manner, but only one (or some) certain stimuli class. The identification of the characteristics that define these classes (electric shocks, aversive stimuli, among others) should also be the purpose of future research.

Investigamos a configuração dos vínculos de apego em função de etnia e de gênero. Baseados na teoria do apego que aponta a influência do contexto sócio-afetivo no desenvolvimento dos diversos estilos de apego assim como a relação significativa destes com bem-estar psicológico (indicados por sinais de depressão e fobia social), supusemos que a formação do modelo interno de si (dimensão essencial na definição dos estilos de apego) poderia estar relacionada à etnia, através dos modos de criação. A amostra foi composta por 328 colegiais (203 do sexo masculino e 125 do sexo feminino) com idade média de 15 anos, dos quais 101 tinham pais de origem oriental (chinesa, japonesa ou coreana) e 227 de origem ocidental. Foi constatado efeito da etnia quanto ao modelo interno de si, com predominância de modelo de si positivo nos ocidentais (subjacentes aos estilos seguro e rejeitador) e negativo nos orientais (estilos preocupado e medroso). Em relação a bem-estar psicológico em termos de indicadores de depressão e fobia social foi significativa a relação de depressão com os estilos de apego medroso e preocupado (modelo de si negativo), sendo mais freqüente a indicação de depressão nos participantes ocidentais do que nos orientais (principalmente nas meninas ocidentais rejeitadoras). Encontramos também relações significativas de fobia social com o modelo de si positivo (estilos de apego seguro e rejeitador) principalmente nos meninos, para ambas as etnias; no entanto, tal efeito não foi suficiente em termos de gerar fobia social num nível considerado de importância clínica. Nossa pesquisa apontou correlação negativa significativa entre depressão e confiança em relação aos pais e positiva entre depressão e distanciamento (afetivo) dos pais. No conjunto, esses resultados confirmam algumas informações sobre depressão e fobia na 13 adolescência. As diferenças nos modos de criação parecem ter afetado, nas duas sub-amostras pesquisadas, o modelo de si, a comunicação com pais e a interação com amigos. Nossos resultados destacam a predominância do contexto familiar de criação para a formação do modelo de si, sobre o contexto social mais geral; indicando a importância de considerar o impacto da orientação cultural, seja para a independência nas culturas ocidentais, seja para a interdependência nas culturas orientais, sobre o desenvolvimento dos indivíduos. Os resultados obtidos sugerem uma interação complexa entre modos de criação/etnia, gênero, estilo de apego e bem-estar psicológico. Os resultados permitem também uma compreensão menos ingênua das categorias de estilo de apego, apontando que a dimensão modelo de si evidencia as influências da maneira de se relacionar dos adolescentes, que afeta o seu ajustamento psicossocial. A conjugação dos estilos de apego com os indicadores de bem estar psicológico também permitiu aprofundar a compreensão do significado dos estilos de apego nos dois grupos culturais pesquisados. / Theory of attachment emphasizes not only the influence of the social-affective context on the development of different styles of attachment but also its contribution to the ways people achieve a sense of well-being (Armsden & Greenberg, 1987) particularly during adolescence. Supposedly the different ethnic background would determine different styles of parenting and, as a consequence, different styles of attachment relationships (secure, dismissing, fearful and preoccupied, as Bartholomew & Horowitz (1991), classified) in their adolescent offspring. This study investigated the influence of ethnic background and gender on the configuration of attachment relations in a sample consisting of 328 high-school students (203 males and 125 females), ranging from 14 to 15 years of age, all from middle-class families. The participants were divided into two groups: one group with 101 students whose parents had Asian background (Chinese, Japanese and Korean) and the other group (227) whose parents were from western-brazilian background. Ethnic background had significant effect on model of self, one of the dimensions underlying the style of attachment relations. For western-Brazilian such model of self has been mostly positive, associated wih the secure and dismissing attachment style. Regarding Asian subjects, a predominance of negative model of self has been found, associated with the preoccupied and fearful style of attachment. Concernig psychological well-being, which informs about depressive traits and social phobia, it has been revealed a significant association between depression and the fearful and preoccupied style, associated with negative model of self, mainly for Brazilian subjects, 15 particularly for girls with dismissing attachment style. Participants from Asian background showed less signs of depression. For male participants from both ethnic background we found a positive correlation between social phobia and positive model of self (associated with secure and dismissing attachment). Nevertheless, scores on social phobia did not reach a significant clinical level. Our study revealed significants indications for depression: a negative association between depression and trust concerning parents, as well as a positive one between depression and withdrawal from parents. Such results confirmed some data on depression and social phobia in adolescence. It seems that the differences on parenting have important influence on the shaping of the model of self, as well as on communication with parent and on relationships with peers in both ethnic groups. Such influence reinforces the impact of the cultural orientation on the development of individuals, be it the independence orientation on western culture or the interdependence orientation on non-western culture as Markus & Kitayama (1991) had describied. Our results suggest a complex interaction between parentig practices, ethnic influence, gender, attachment relations and well-being. Taking into account this complex interaction allows a less naïve understanding of the different styles of attachment. The shaping of the model of self as affected by cultural factors involved in parentig practices, influences the way adolescents relates to others and, as a consequence, his/her psychological adjustment. Articulating styles of attachment, working model of self and the signals of psychological well-being made possible a deeper understanding of the meaning of attachment relations on both cultural groups.

A hipótese do desamparo aprendido foi apresentada por Seligman & Maier em 1976 com uma suposta generalidade para todas as condições de estímulo, aversivos ou não e também como um modelo explicativo para a depressão humana. Esta proposição permitiu algumas manipulações experimentais no sentido de reverter o efeito do desamparo, utilizando, inclusive, reforçamento positivo na fase de \"terapia\". A partir dessas questões, o presente trabalho investigou: (a) se animais que apresentaram desamparo em teste de fuga também apresentam dificuldade de aprendizagem reforçada positivamente, envolvendo ou não controle de estímulos; (b) se a exposição ao reforço positivo elimina o desamparo e (c) se o desamparo interfere na resistência à mudança, medida sobre uma segunda aprendizagem discriminativa, reforçada positivamente, que envolve inversão do controle de estímulos. Ratos foram expostos a choques controláveis (C), incontroláveis (I) ou nenhum choque (N), e posteriormente submetidos ao teste de fuga. Foram selecionados três grupos (n=4) de animais que apresentaram desamparo (grupo I) ou aprendizagem de fuga no teste (grupos C e N). Em seguida, todos foram submetidos a (1) reforçamento positivo da resposta de pressão à barra (modelagem, CRF e 10 sessões de treino discriminativo FR/extinção), (2) re-teste de fuga, (3) 10 sessões de treino discriminativo com inversão dos estímulos sinalizadores. Outros quatro animais receberam apenas as sessões de reforçamento positivo. Obteve-se que todos os sujeitos aprenderam igualmente a discriminação e sua reversão, e que 3/4 dos animais do grupo I mantiveram o desamparo no segundo teste de fuga. Esses resultados indicam que o desamparo não se generalizou para a aprendizagem reforçada positivamente e que a exposição ao reforçamento positivo não aboliu o desamparo para a maioria dos sujeitos. Os dados foram discutidos considerando-se o efeito seletivo do desamparo, que ocorre apenas frente a algumas contingências, mas não a todas. Quanto ao fato da \"terapia\" com reforço positivo não ter modificado a dificuldade de aprender uma resposta mediante reforçamento negativo isso sugere que, se o desamparo decorre da aprendizagem de impossibilidade de controle sobre o ambiente, essa aprendizagem não abrange todos os estímulos do ambiente de forma generalizada, mas apenas a uma (ou algumas) determinada classe de estímulos. A identificação das características que definem essa(s) classe (ser choque, ser aversivo ou outras) também deve ser objeto de futuras investigações. / The learned helplessness hypothesis was put forward by Seligman & Maier in 1976 under the assumption of generality among all stimulus conditions, aversive or otherwise, and as an explanatory model of human depression. This proposition allowed for some experimental manipulations aimed at reversing the effect, using, among others things, positive reinforcement during a \"therapy\" phase. With that in mind, the present research attempted to investigate whether: (a) animals that showed signs of helplessness in an escape test also show a learning deficit with positive reinforcement, whether or not involving stimulus control; (b) the exposure to positive reinforcement may cancel out helplessness and (c) helplessness interferes with resistance to change, measured during a second, positively reinforced, discrimination learning (reversal). Rats were first exposed to controllable (C), uncontrollable (I) or no shocks (N) and then to an escape test. Three groups (n=4) were selected: one that displayed helplessness (group I) and two that learned to escape (groups C and N). After that, all subjects were exposed to (1) positive reinforcement of lever pressing (shaping, CRF and ten sessions of discrimination between FR and extinction), (2) the same escape test, (3) ten sessions of discrimination learning with reversed discriminative stimuli. Other four animals were exposed only to sessions of positive reinforcement. All animals learned discrimination and reversal, and three out of four animals of group I remained helplessness in the second escape test. These results suggest that helplessness did not generalize to a positively reinforced task and that exposure to positive reinforcement did not cancel out helplessness for most subjects. Results are discussed considering the selective effect of helplessness, which occurs under some conditions, but not under all. The fact that therapy with positive reinforcement did not reduce the learning deficit observed with negative reinforcement suggest that if helplessness result from learning that it is impossible to control the environment, this knowledge does not include all stimuli in a generalized manner, but only one (or some) certain stimuli class. The identification of the characteristics that define these classes (electric shocks, aversive stimuli, among others) should also be the purpose of future research.

Investigamos a configuração dos vínculos de apego em função de etnia e de gênero. Baseados na teoria do apego que aponta a influência do contexto sócio-afetivo no desenvolvimento dos diversos estilos de apego assim como a relação significativa destes com bem-estar psicológico (indicados por sinais de depressão e fobia social), supusemos que a formação do modelo interno de si (dimensão essencial na definição dos estilos de apego) poderia estar relacionada à etnia, através dos modos de criação. A amostra foi composta por 328 colegiais (203 do sexo masculino e 125 do sexo feminino) com idade média de 15 anos, dos quais 101 tinham pais de origem oriental (chinesa, japonesa ou coreana) e 227 de origem ocidental. Foi constatado efeito da etnia quanto ao modelo interno de si, com predominância de modelo de si positivo nos ocidentais (subjacentes aos estilos seguro e rejeitador) e negativo nos orientais (estilos preocupado e medroso). Em relação a bem-estar psicológico em termos de indicadores de depressão e fobia social foi significativa a relação de depressão com os estilos de apego medroso e preocupado (modelo de si negativo), sendo mais freqüente a indicação de depressão nos participantes ocidentais do que nos orientais (principalmente nas meninas ocidentais rejeitadoras). Encontramos também relações significativas de fobia social com o modelo de si positivo (estilos de apego seguro e rejeitador) principalmente nos meninos, para ambas as etnias; no entanto, tal efeito não foi suficiente em termos de gerar fobia social num nível considerado de importância clínica. Nossa pesquisa apontou correlação negativa significativa entre depressão e confiança em relação aos pais e positiva entre depressão e distanciamento (afetivo) dos pais. No conjunto, esses resultados confirmam algumas informações sobre depressão e fobia na 13 adolescência. As diferenças nos modos de criação parecem ter afetado, nas duas sub-amostras pesquisadas, o modelo de si, a comunicação com pais e a interação com amigos. Nossos resultados destacam a predominância do contexto familiar de criação para a formação do modelo de si, sobre o contexto social mais geral; indicando a importância de considerar o impacto da orientação cultural, seja para a independência nas culturas ocidentais, seja para a interdependência nas culturas orientais, sobre o desenvolvimento dos indivíduos. Os resultados obtidos sugerem uma interação complexa entre modos de criação/etnia, gênero, estilo de apego e bem-estar psicológico. Os resultados permitem também uma compreensão menos ingênua das categorias de estilo de apego, apontando que a dimensão modelo de si evidencia as influências da maneira de se relacionar dos adolescentes, que afeta o seu ajustamento psicossocial. A conjugação dos estilos de apego com os indicadores de bem estar psicológico também permitiu aprofundar a compreensão do significado dos estilos de apego nos dois grupos culturais pesquisados. / Theory of attachment emphasizes not only the influence of the social-affective context on the development of different styles of attachment but also its contribution to the ways people achieve a sense of well-being (Armsden & Greenberg, 1987) particularly during adolescence. Supposedly the different ethnic background would determine different styles of parenting and, as a consequence, different styles of attachment relationships (secure, dismissing, fearful and preoccupied, as Bartholomew & Horowitz (1991), classified) in their adolescent offspring. This study investigated the influence of ethnic background and gender on the configuration of attachment relations in a sample consisting of 328 high-school students (203 males and 125 females), ranging from 14 to 15 years of age, all from middle-class families. The participants were divided into two groups: one group with 101 students whose parents had Asian background (Chinese, Japanese and Korean) and the other group (227) whose parents were from western-brazilian background. Ethnic background had significant effect on model of self, one of the dimensions underlying the style of attachment relations. For western-Brazilian such model of self has been mostly positive, associated wih the secure and dismissing attachment style. Regarding Asian subjects, a predominance of negative model of self has been found, associated with the preoccupied and fearful style of attachment. Concernig psychological well-being, which informs about depressive traits and social phobia, it has been revealed a significant association between depression and the fearful and preoccupied style, associated with negative model of self, mainly for Brazilian subjects, 15 particularly for girls with dismissing attachment style. Participants from Asian background showed less signs of depression. For male participants from both ethnic background we found a positive correlation between social phobia and positive model of self (associated with secure and dismissing attachment). Nevertheless, scores on social phobia did not reach a significant clinical level. Our study revealed significants indications for depression: a negative association between depression and trust concerning parents, as well as a positive one between depression and withdrawal from parents. Such results confirmed some data on depression and social phobia in adolescence. It seems that the differences on parenting have important influence on the shaping of the model of self, as well as on communication with parent and on relationships with peers in both ethnic groups. Such influence reinforces the impact of the cultural orientation on the development of individuals, be it the independence orientation on western culture or the interdependence orientation on non-western culture as Markus & Kitayama (1991) had describied. Our results suggest a complex interaction between parentig practices, ethnic influence, gender, attachment relations and well-being. Taking into account this complex interaction allows a less naïve understanding of the different styles of attachment. The shaping of the model of self as affected by cultural factors involved in parentig practices, influences the way adolescents relates to others and, as a consequence, his/her psychological adjustment. Articulating styles of attachment, working model of self and the signals of psychological well-being made possible a deeper understanding of the meaning of attachment relations on both cultural groups.

African Americans have a higher proclivity to depression than other ethnic groups in the United States and also have a greater propensity to avoid seeking professional mental health treatment. The available research has shown that racial and cultural barriers such as perceived discrimination and self-concealment are the primary factors that negatively affect African Americans' attitudes toward mental health itself and mental health treatment. Perceived discrimination and self-concealment may also negatively affect whether African Americans seek help for depression and from whom, but further investigation was needed. The quantitative survey study provided answers to which factors influence whether and where African Americans seek help for major depression. A total of 147 participants were recruited through word of mouth, local churches, community organizations, and virtual venues such as electronic mail and social media. Multivariate analysis of variance revealed the mean scores of African Americans' use of natural supports and their use of outpatient treatment (dependent variables) were not equal across all levels of their self-concealment, perceived discrimination, and depressive symptoms (independent variables). Multivariate analysis of covariance revealed that the mean scores remained the same when controlling for gender, income, education, and relationship status (covariates). The results suggest that the latter factors influence African Americans' decisions on where to seek help for depression regardless of their gender and socioeconomic status. Increasing the propensity of African Americans to seek professional help for depression should improve the mental health of the population as a whole and reduce the incidents of serious mental illness of those who are treated.

<p>Major Depression is a common and complex disorder that is often difficult to treat. Mentalization, facilitated by secure attachment, has been found to serve as a protective function against Borderline Personality Disorder. The aim of the current study was to investigate whether mentalization has the same protective function against depression and to analyze the connection between mentalization and self-rated attachment. Furthermore, the relation between Anxious/Avoidant attachment patterns and the anaclitic/introjective sub-types of depression were examined. Twenty participants with Major Depressive Disorder were interviewed with the <em>Depression Specific Reflective Function Interview</em> (DSRF) and SCID-I. They also completed the self-report questionnaires Experiences in Close Relationships (ECR), Depressive Experiences Questionnaire (DEQ) and Montgomery Åsberg Depression Rating Scale (MADRS). The results revealed a relation between high mentalization ability as measured by DSRF and low levels of depression and between an anxious attachment pattern and introjective depression. Moreover, low scores on DSRF combined with high levels of anaclitic and introjective symptoms accounted for 65% of observer rated depression severity. The results suggest that depression treatment might benefit from focusing on increasing the mentalizing ability and reducing anxious attachment patterns and from an awareness of the symptoms characterized by both the introjective and anaclitic sub-types of depression.</p>

Major Depression is a common and complex disorder that is often difficult to treat. Mentalization, facilitated by secure attachment, has been found to serve as a protective function against Borderline Personality Disorder. The aim of the current study was to investigate whether mentalization has the same protective function against depression and to analyze the connection between mentalization and self-rated attachment. Furthermore, the relation between Anxious/Avoidant attachment patterns and the anaclitic/introjective sub-types of depression were examined. Twenty participants with Major Depressive Disorder were interviewed with the Depression Specific Reflective Function Interview (DSRF) and SCID-I. They also completed the self-report questionnaires Experiences in Close Relationships (ECR), Depressive Experiences Questionnaire (DEQ) and Montgomery Åsberg Depression Rating Scale (MADRS). The results revealed a relation between high mentalization ability as measured by DSRF and low levels of depression and between an anxious attachment pattern and introjective depression. Moreover, low scores on DSRF combined with high levels of anaclitic and introjective symptoms accounted for 65% of observer rated depression severity. The results suggest that depression treatment might benefit from focusing on increasing the mentalizing ability and reducing anxious attachment patterns and from an awareness of the symptoms characterized by both the introjective and anaclitic sub-types of depression.

The familial aggregation of Major Depressive Disorder (MDD) has been repeatedly demonstrated. Several studies have investigated associations between various clinical characteristics of MDD in probands and overall rates of MDD in relatives. Few studies, however, have considered the familial aggregation of clinical characteristics of MDD. The aim of the present report is to examine mother–offspring associations of a variety of clinical characteristics of MDD in a general population sample. Data were derived from baseline and 4-year-follow-up data of 933 adolescents and their biological mothers of the Early Developmental Stages of Psychopathology (EDSP) study, a prospective-longitudinal community study. MDD and its characteristics were assessed with the Munich-Composite International Diagnostic Interview. We found that children of mothers who had a lifetime history of severe MDD and high number of symptoms, high impairment and/or melancholia, revealed elevated odds of MDD regarding the same characteristics as their mothers (ORs between 5.2 and 13.9). The observed associations did not differ by the children’s sex. DSM-IV melancholia and severity as well as impairment were found to aggregate within families. This finding can be interpreted as a validation of the DSM-IV MDD severity subtypes as well as of the melancholic specifier. Severe and melancholic MDD reveal a considerable high degree of familiar aggregation making the search for mechanisms involved in the familiar transmission of these forms of MDD particularly promising.

Early onset depression is associated with high recurrence rates later in life. Recurrent depressive episodes during childhood may be particularly problematic, if additional episodes have a scarring effect that hinders healthy development. Distinguishing between first onsets and recurrences has been useful in understanding adult depression. This distinction has seldom been examined in pediatric depression, in part because it is difficult to enroll adequate samples of children with recurrent depression. We conducted archival analyses of carefully-diagnosed pediatric probands with depression first onset between ages of 4 and 12. Probands who reported one depressive episode (N = 435) were compared with probands who reported two depression episodes (N = 115) on clinical (treatment, comorbidities), psychosocial (negative life events (NLEs), parental psychopathology) and emotion regulation measures. Based on previous findings in older adolescents and adults, we hypothesized that probands with two MDEs will have higher comorbidity, parental psychopathology, more NLEs, and higher maladaptive emotion regulation scale scores than probands with one MDE. Surprisingly, probands with one and two MDEs were indistinguishable on psychological and pharmacological treatment variables. As expected, probands with two MDEs had lower age of first onset, higher maladaptive emotion regulation scores, higher rates of comorbid anxiety and reported more NLEs than probands with one MDE. Probands with two MDEs also spent a longer total time in episode; group differences remained after controlling for time spent depressed. Distinguishing between first onsets and recurrences is meaningful in pediatric depression.

Major Depressive Disorder (MDD) is thought to be characterized by emotion regulation deficits, including decreased use of adaptive strategies such as reappraisal, but little is known about the exact nature of these deficits and whether or not they are specific to the depressed mood state. The late positive potential (LPP) is a sustained positive deflection of the event-related potential (ERP) associated with responding to emotionally-valenced stimuli, and reappraisal strategies have been found to reduce LPP magnitude in response to emotional stimuli in healthy individuals, but this effect has not been examined in MDD. This study utilized ERPs to examine emotional reactivity to positive and negative pictures during passive viewing and a reappraisal condition in a sample 25 of individuals with current MDD, 26 with remitted depression (RMD), and 26 healthy controls. The LPP was greater for passive viewing of positive and negative relative to neutral pictures in all groups, with no significant group findings emerging. For positive pictures, all groups showed reduced LPP's for positive reappraisal relative to passive viewing with no group by condition interactions. For negative pictures, both the MDD and RMD groups exhibited abnormalities, with the MDD group failing to show a reduction in LPP for reappraised pictures relative to passive viewing and the RMD group demonstrating an unexpected increase in LPP magnitude for reappraised negative pictures. The LPP for emotional pictures and reappraisal instructions may reveal deficits in emotional reactivity and regulation among mood-disordered individuals, particularly for negative stimuli, and may suggest targets for clinical intervention.