ABSTRACT

There is a growing recognition that school-aged children and adolescents can suffer from depressive disorders, and that these disorders are likely to continue if treatment is not provided (Kovacs & Goldston, 1991). The importance of assessing depressive symptomatology and providing needed interventions is obvious. It is also becoming apparent that assessments of younger children are necessary as depressive disorders can be evidenced in preschoolers (Kashani & Carlson, 1985), and early depressive symptomatology in young children may be predictive of later problems (Blatt & Homann, 1992; Ialongo, Edelsohn, Werthamer-Larsson, Crockett, & Kellam, 1993). Children who have been maltreated are especially at risk for developing depressive symptomatology that may persist (e.g., Allen & Tarnowski, 1989; Cohen, Adler, Kaplan, Pelcovitz, & Mandel, 2002; Kaufman, 1991; Koverola, Pound, Heger, & Lytle, 1993; Manly, Kim, Rogosch, & Cicchetti, 2001; Mannarino, Cohen, Smith, & Moore-Motily, 1991; Okun, Parker, & Levendosky, 1994; Silverman, Reinherz, & Giaconia, 1996).