Understanding Negative Thoughts in Depression: Beck's Cognitive Theory, Study notes of Literature

Download Understanding Negative Thoughts in Depression: Beck's Cognitive Theory and more Study notes Literature in PDF only on Docsity! An Overview of Beck's Cognitive Theory of Depression in Contemporary Literature Josiah P. Allen Rochester Institute of Technology This review provides a summary of literature pertaining to Beck's Cognitive Theory of Depression, as well as a general overview of the theory. Beck believed that the cognitive symptoms of depression actually precede the affective and mood symptoms of depression, rather than vice versa. According to Beck, what is central to depression are the negative thoughts, instead of hormonal changes or low rates of reinforcement as postulated by other theorists. It shall be seen how his contributions have been used in recent studies concerning depression, whether related to his work on negative automatic thoughts, biases and distortions, or his Cognitive Model of Depression. This article gives an overview of current research programs based around Beck's Cognitive Theory of Depression. The theory is divided into three main aspects, which concern the event preceding and during depression. As it is a cognitive theory, it strongly deals with the cognitive perceptions of the brain, which was different from the behavioral theories that were popular during Beck's time, thus making his theory a breakthrough in cognitive research. Briefly put, Beck argued that negative automatic thoughts, generated by dysfunctional beliefs, were the cause of depressive symptoms, and not vice versa. Beck's Cognitive Theory of Depression Features Underlying Dysfunctional Beliefs Beck's main argument was that depression was instituted by one's view of oneself, instead of one having a negative view of oneself due to depression. This has large social implications of how we as a group perceive each other and relate our dissatisfactions with one another. Abela and D'Alessandro's (2002) study on college admissions is a good example of this phenomenon. In their study they found that the student's negative views about their future strongly controlled the interaction between dysfunctional attitudes and the increase in depressed mood. The research clearly backed up Beck's claim that those at risk for depression due to dysfunctional attitudes who did not get into their college of choice then doubted their futures, and these thoughts lead to symptoms of depression. Therefore, the students' self-perceptions became negative after failing to get into college, and many showed signs of depression due to this thinking. Other aspects of this study did not match up well with Beck. They elaborate: "As for participants' more enduring mood reactions, our findings are incongruent with Beck's...theory.... Therefore, one possible explanation of discrepancies between these studies is that immediately following the occurrence of a negative event, cognitively vulnerable individuals show marked increases in depressed mood. At the same time, the do not yet exhibit increases in other symptoms of depression.... However, in vulnerable individuals…such depressed mood may be to be accompanied by a host of other depressive symptoms.... Their level of depressed mood, however, was simply not more severe than individuals who did not possess dysfunctional attitudes" (Abela & D'Allesandro, 2002, p.122). What occurred is that the requirements, according to Beck, for depressive symptoms were there but they did not occur regardless. Findings like this show that Beck's theory may not be as complete as we would like, and there is likely to be factors which are unaccounted for in play in situations like this. Another study, which was performed on Beck's Theory, was Sato and McCann's (2000) study on the Beck sociotropy-autonomy scale. The scale had originally meant to identify self-feelings that would lead to depression, mainly solitude/interpersonal insensitivity, independence, and individualistic achievement. However, the results of the study showed that the independence did not correlate with depression, and the sociotropy, not autonomy was a precursor of depression. As they described, "sociotropy can be characterized by an individual's emphasis on interpersonal interactions involving intimacy, sharing, empathy, understanding, approval, affection, protection, guidance, and help…tend to place importance on seeking approval from others and on trying to avoid disapproval from others as much as possible." (Sato, & McCann, 2000, p.66) So it is seen that a strong correlation with sociotropy and depression was found, which is a trait that is strong when relating to underlying thoughts and emotions. This support for cognitively caused depression is an interesting use of Beck's Theory. Moilanen's (1995) study of adolescent depression also attempts to validate Beck's theory in a new way, as Beck worked mostly with adults. Indeed, she found that the student's depression was often associated with dysfunctional beliefs and negative future attitudes. She suggests that the cognitive theory has reasonable validity for describing the symptoms of depression for nonreferred adolescents, and that the subject's depression is closely correlated with his or her ability to deal with dysfunctional attitudes and beliefs, as well as doubt towards the future. Her findings may not sound truly convincing, because she did find some discrepancies: "However, the results of this study were not entirely consistent with Beck's theory, particularly the proposition that a predominantly negative self-schema underlies the information processing of depressed individuals." (Moilanen, 1995, p.440) We see how perhaps, at least in adolescents, the idea of the negative self-schema is not a clear as Beck wishes it to be. An earlier study by Molianen (1993) showed even stronger results when evaluating college students. This study showed much more clearer results: "In support of Beck's cognitive theory of depression, the student's current depressive states were consistently found to be related to their negative processing of personal information" (Moilanen, 1993, p.345). The students' cognitive thoughts were shown to be affecting them, and as a result they developed symptoms of depression. Molianen, impressed by the findings, seems to suggest that Beck's theory should be used in further research in the college student population and how depressed students are treated, as counselors and therapists would do well to closely look at a student's cognitive thoughts as a way of assisting the student in recovery. These results are positive, because there is enough evidence for Molianen to suggest a cognitive treatment for depression via Beck's Theory. Molianen's work with Beck's Theory is no doubt a welcome look at cognitive thinking. Beck's Negative Cognitive Triad Another way to look at these cognitive thoughts is through Beck's Negative Cognitive Triad, which explains that negative thoughts are about the self, the world, and the includes the fact that these negative cognitions are fueled by distortions of rationale, such as all-or-none reasoning, selective abstraction, and overgeneralization. Beck's Cognitive Theory of Depression Features a Cognitive Model of Depression Showing the Formation of Dysfunctional Beliefs Beck's Cognitive Model of Depression shows how early experiences can lead to the formation of dysfunctional beliefs, which in turn lead to negative self views, which in turn lead to depression. One interesting study on this aspect is Reed's (1994) study on reducing depression in adolescents. Many studies have ascertained that depression is more common in women in western society. Reed's study amazingly shows a large number of female whose cognitive thinking prevented them from recovering from depression, while the males adjusted much better. He comments that this is from the difference between common early experiences between males and females. Males, he believes "run a fairly structured and consistent developmental course… Depressed males often appear either physically awkward or lacking in social/interpersonal skills. Responses to this awkwardness by adults and peers usually consist of strong sanctions, punishment, and negative reinforcement. Moderate improvement in male functioning will usually receive positive responses from both peers and adults. Additionally, male social networks tend to be flexible, and based primarily on current functioning. Therefore, male adolescents can improve their social status as their interpersonal functioning improves." (Reed, 1994) His conclusion is that because males are developing healthy beliefs, they are able to cope with depressing feelings. They do not generally develop depression due to lack of negative thoughts about the self, because the social structure correctly rewards them for having positive thoughts, which prevents depression. On the other hand, the female adolescent social structure is much different, and they are more prone to develop irrational and dysfunctional beliefs. Reed explains, "Female adolescents run a less structured and more inconsistent developmental course. Responses from peers and adults to the female's incompetence is variable…Improved behavior of female adolescents also receives inconsistent feedback…. Adolescent females in general are expected to be competent interpersonally. Therefore, a female adolescent who had been depressed, upon achieving appropriate functioning, would receive only minimal attention for her accomplishment…Consequently, improved functioning will often not facilitate immediate social acceptance by females" (Reed, 1994). He explains how females are more likely to form dysfunctional beliefs due to mixed signals from society. This coincides strongly with Beck's Model of Depression and the large problem of female depression in western society. Comparison to the Hopelessness Theory of Depression Another interesting study compared Beck's Cognitive Theory against the hopelessness theory of depression in predicting depression in adolescents, done by Lewinsohn et al (2001). He reported "A main finding of this study was support for dysfunctional attitudes as a risk factor, under conditions of stress, for adolescent major depressive disorder. This finding provided evidence for the Beckian version of the diathesis-stress hypothesis…." (Lewinsohn et al., 2001, p.210) An interesting thing to note is that their positive findings for risk factor support Beck's idea that early experience leads to the formation of dysfunctional beliefs, which other studies have not been able to show. He explains more on why his study is profound, because there has simply not been enough research on Beck's theory, so these findings have great heuristic value as well. Because he was not able to find similar correlations with the hopelessness model, he concludes that it is not supported in an adolescent population (Lewinsohn et al., 2001). This adds weight to Beck's Theory, especially in regards to his beliefs on the creation of negative thoughts and vulnerability to depression. Clinic-Referred Children A study done by Epkins (2000) looked at clinic-referred children. Two main groups were children whose personality tended to be internalized, and those who were externalized. Epkins' was looking for evidence of Beckian thinking in young children. She explains, "Based on the theory, it was predicted that specificity would emerge on all cognitive measures, with internalizing children reporting more negative cognitions than externalizing children." (Epkins, 2000, p.201) This makes sense, because focusing on yourself would logically lead to a greater increase of negative automatic thoughts on average. Her findings were positive in this matter: "Consistent with Beck's Theory, the findings suggest that the negative cognitive triad, cognitive processing distortions, and depressive and anxious thought content, may be specifically related to internalizing versus externalizing problems" (Epkins, 2000, p.205-206). Therefore, we see how dysfunctional beliefs tie in at an early age with internalized cognitive thinking, which gives us better insight into how our childhood has a strong correlation to whether or not we will be vulnerable to depression. Conclusion Since Beck formed his theory, it has catalyzed a lot of work involving cognitive theory and depression, which during the time was rare. Like all great theories, the initial version was no doubt the most accurate, but his theory does lend itself to research, and a large portion of depression related research in one way or another relies on the theory. Beck's Cognitive model will no doubt continue to be scrutinized as we look closer at how negative automatic thoughts are formed and who is vulnerable for future depression. Finally, we have looked at Beck's Cognitive Model of Depression, which conjectures that dysfunctional beliefs are created by early experience. Beck believes that critical events would activate these beliefs, which would then create negative automatic thoughts about oneself. These cognitive thoughts then lead to symptoms of depression, which then reinforce more negative automatic thoughts. The studies shown here are but a small part of the ongoing research on and using Beck's Cognitive Theory of Depression, but it certainly has had a large impact on the way we look at depression in terms of clinical psychology. This paper does side strongly with Beck's Theory, and this is due to most of the literature surrounding the theory being positive. References Abela, J. R. Z., & D'Allesandro, D. U. (2002). 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The relationship between interpersonal schemas and depressive symptomatology. Journal of Counseling Psychology, 48, 359-364. Lewinsohn, P. M., Joiner, T. E., Jr., & Rohde, P. (2001). Evaluation of cognitive diathesis- stress models in predicting major depressive disorder in adolescents. Journal of Abnormal Psychology, 110, 203-215. McGinn, L. K. (2000). Cognitive behavioral therapy of depression: Theory, treatment, and empirical status. American Journal of Psychotherapy, 54, 254-260. McIntosh, C. N., & Fischer, D. G. (2000). Beck's cognitive triad: One versus three factors. Canadian Journal of Behavioral Science, 32, 153-157. Moilanen, D. L. (1993). Depressive information processing among nonclinic, nonreferred college students. Journal of Counseling Psychology, 40, 340-347. Moilanen, D. L. (1995). Validity of Beck's cognitive theory of depression with nonreferred adolescents. Journal of Counseling & Development, 73, 438-442. Reed, M. (1994). Social skills training to reduce depression in adolescents. Adolescence, 29, 293-304. Salmela-Aro, K., Nurmi, J., Saisto, T., & Halmesmaki, E. (2001). Goal reconstruction and depressive symptoms during the transition to motherhood: Evidence from two cross- lagged longitudal studies.Journal of Personality and Social Psychology, 81, 1144-1159.