Japanese Journal of Behavior Therapy

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The present study examined the contributions of negative and positive automatic thoughts to depression and anxiety in children. In Study I, an Automatic Thoughts Inventory for Children (ATIC) was developed. A factor analysis of data from 262 elementary school children (grades 4-6) resulted in the identification of 2 negative factors (negative view of self, and hopeless thoughts) and 2 positive factors (expectancy for the future, and expectancy for support) . The Automatic Thoughts Inventory for Children had adequate reliability and validity. In Study II, the influence of negative and positive automatic thoughts on depression and anxiety were investigated. Results from an analysis of the data obtained from 232 elementary school children suggested that a negative view of self had positive effects on concurrent levels of both depression and anxiety. However, although hopeless thoughts had a positive effect on depression, they had no effect on anxiety. Furthermore, expectancy for the future and expectancy for support had a negative effect on depression, but no effect on anxiety.

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The purposes of the present study were to develop the Japanese version of the Social Problem-Solving Inventory-Revised (SPSI-R) and to investigate its reliability and validity. The Japanese version of the Revised Inventory was administered to a community sample (863 undergraduate students, mean age=20.6±2.8 years; 210 adults, mean age=43.4±14.1 years). Confirmatory factor analysis revealed that the Japanese version of the Social Problem-Solving Inventory-Revised had a 5-factor structure, including "Positive Problem Orientation," "Negative Problem Orientation," "Rational Problem Solving," "Impulsivity/Carelessness Style," and "Avoidance Style." The Japanese version of the Inventory showed adequate internal consist-ency and concurrent validity, and moderate test-retest stability. A clinical sample (46 psychiatric outpatients, mean age=35.1±9.4 years) scored lower on Positive Problem Orientation, higher on Negative Problem Orientation, and lower on general problem-solving skills than did the community sample.

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In the present article, we provide an overview and discussion of cognitive behavioral therapy (CBT) for depression during childhood. First, we review the major epidemiological research in light of the prevalence of depression in children. Second, from an overview of Stark's (1980) program, which is one of the most famous cognitive behavioral therapy pro-grams for depression during childhood, we discuss some prominent components of a cognitive behavioral therapy program for children's depression. Third, we evaluate the efficacy of cognitive behavioral therapy programs for children's depression. Finally, we discuss the role of cognitive behavioral therapy in the clinical setting, and provide recommendations for research on cognitive behavioral therapy for depression during childhood.

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Participants in the present study, 5 clinical staff who were engaging in behavioral therapy with 3 children with autism, were given a training program that included: (1) fundamental lectures on applied behavior analysis, and (2) monitoring of videotapes of the participants in clinical settings, plus mutual feedback. Later, effects of the training were assessed. In the task settings, improvement in performance was observed in all 5 staff members. The children's appropriate behavior increased in clinical settings with 3 of the staff, and the children's off-task behavior decreased. However, no meaningful change was found in the children's behavior in play settings. All 5 staff members evaluated the training program positively. Discussion dealt with effects of this training program, and points that should be considered when implementing it.

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