Perceptions of depressed and nondepressed children with behavioural difficulties

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. Q