The purpose of the present study was to assess whether girls with LD were at a greater risk for self-reported depressive symptomatology compared to both boys with LD and girls without LD. Differences in the pattern of responses of girls with LD and boys with LD on the Children's Depression Inventory (CDI) were also evaluated. In order to identify a learning disability, the short-form of the Weschler Intelligence Scale for Children and the Wide Range Achievement Test were administered to 204 subjects. Results revealed that girls with LD demonstrated an increased risk for depressive symptomatology as compared to girls without LD. Boys, on the other hand, regardless of a learning disability, manifested a comparable rate of depressive symptomatology. It appears that having a learning disability increases girls' propensity towards depression. Finally, differences in the pattern of responses were found for girls and boys with and without LD.

Researchers have found that children with behaviour disorders inflate their self-perceptions (e.g., Hughes, Cavell, & Grossman, 1997). This study investigated the self-perceptions of depressed and nondepressed children with behavioural difficulties relative to significant others' perceptions (i.e., parents, teachers, and behaviour aides) with reference to Cole's (1990; 1991a, 1991b) interpersonal feedback theory. Cole's theory argues that what children believe about themselves results from their perception and internalization of others' judgments. This study involved a quantitative phase and a qualitative phase of data collection conducted one year apart. The quantitative phase consisted of evaluating the congruence in children's (mean age = 10.9 years) and others' (parents, teachers, and behaviour aides) perceptions in depressed and nondepressed children with behavioural difficulties. Perceptions were of the children's general behavioural conduct, problem behaviour, mood, and the raters' general satisfaction with the children. The following measures were used: the Children's Depression Inventory (Kovacs, 1992), a modified Self Perception Profile for Children (Harter, 1985), and the Child Behaviour Interview (Grinberg, 1997). Parallel forms were used with the parents, teachers, and behaviour aides. In addition, the Direct Observation Form-Revised Edition (Achenbach, 1986) was used to assess actual behaviour. Results suggest that children with behavioural difficulties inflate their competencies. Further, the other raters' perceptions did not differ for the depressed and nondepressed groups. The depressed children rated their competence in behavioural conduct to be significantly lower than the nondepressed children with behavioural difficulties. Also, differences across raters' perceptions were found for the nondepressed group but not the depressed group. Five children from the original sample and their behaviour aides were interviewed for the qualitative study. Qu

Though depression in children has received attention in psychological research, the study of depression in special populations has been sadly neglected. Research has indicated that although depression in children is analogous to adult depression it is expressed in different I ways. Comparative studies on children with learning difficulties and children in regular educational programmes report higher levels of depressive symptomatology in the former group. This study investigated depressive symptomatology in Indian children in the age range 8 to 11 at two schools in Durban, South Africa. Levels of depressive symptomatology in 84 children (41 boys and 43 girls) with learning difficulties in a remedial education programme were compared with those of 116 children (57 boys and 59 girls) from the regular education programme. The children with learning difficulties were placed in self-contained classroom units after being psychometrically assessed. The assessment focused mainly on cognitive functioning with little regard for the affective domain. The Children's Depression Inventory (CDI) (Kovacs, 1992) was administered to all the children in the study. Two separate one way anovas were used to analyse the raw score data for: 1) levels of depressive symptomatology in children with and without learning difficulties, and 2) age differences in depressive symptomatology in children with learning difficulties. The chi-square test of significance was used to investigate gender differences in depressive symptomatology in children with learning difficulties. Children with learning difficulties displayed significantly higher levels .- of depressive symptomatology than children in the regular-education programme. The children with learning difficulties obtained a mean score that implies that they are mildly depressed. There were no statistically significant age and gender differences. However, an age trend was noted in that younger children displayed higher levels of depressive symptomatology than older children. These findings are similar.to those of other authors (Hall and Haws, 1989; Wright-Strawderman and Watson, 1992). Implications of these results are discussed in terms of the relationship between depression and learning difficulties; the assessment of children with learning difficulties; the role of school psychologists and teachers; and the treatment of depressive symptomatology in children with learning difficulties. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1997.

Thesis (Ph. D.)--University of Wyoming, 2006. / Title from PDF title page (viewed on April 15, 2008). Includes bibliographical references (p. 41-43).

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (M.A.)--University of Toronto, 2007. / Source: Masters Abstracts International, Volume: 45-06, page: 3299.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--University of Wyoming, 2008. / Title from PDF title page (viewed on Oct. 13, 2009). Includes bibliographical references (p. 51-54).

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Wesley Allan; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed May 17, 2010). Includes bibliographical references (p. 80-115).

Thesis (Ph. D.)--Illinois State University, 2001. / Title from title page screen, viewed March 21, 2006. Dissertation Committee: Daniel Graybill (chair), Connie B. Horton, Karen S. Pfost, Mark E. Swerdlik. Includes bibliographical references (leaves 82-90) and abstract. Also available in print.