Interpretive Bias in the Context of Life Stress and Depression: an Examination of Stress Generation and Diathesis-Stress Models

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Interpretive Bias in the Context of Life Stress and Depression: an Examination of Stress Generation and Diathesis-Stress Models Western University Scholarship@Western Electronic Thesis and Dissertation Repository 6-21-2012 12:00 AM Interpretive Bias in the Context of Life Stress and Depression: An Examination of Stress Generation and Diathesis-Stress Models Pamela M. Seeds The University of Western Ontario Supervisor Dr. David J. A. Dozois The University of Western Ontario Graduate Program in Psychology A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Pamela M. Seeds 2012 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Clinical Psychology Commons Recommended Citation Seeds, Pamela M., "Interpretive Bias in the Context of Life Stress and Depression: An Examination of Stress Generation and Diathesis-Stress Models" (2012). Electronic Thesis and Dissertation Repository. 664. https://ir.lib.uwo.ca/etd/664 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. INTERPRETIVE BIAS IN THE CONTEXT OF LIFE STRESS AND DEPRESSION: AN EXAMINATION OF STRESS GENERATION AND DIATHESIS-STRESS MODELS (Spine title: Interpretive Bias, Stress, and Depression) (Thesis format: Monograph) by Pamela M. Seeds Graduate Program in Psychology A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy The School of Graduate and Postdoctoral Studies The University of Western Ontario London, Ontario, Canada © Pamela M. Seeds 2012 THE UNIVERSITY OF WESTERN ONTARIO SCHOOL OF GRADUATE AND POSTDOCTORAL STUDIES CERTIFICATE OF EXAMINATION Supervisor Examiners ______________________________ ______________________________ Dr. David Dozois Dr. Gordon Flett ______________________________ Supervisory Committee Dr. Elizabeth Hayden ______________________________ ______________________________ Dr. Nick Kuiper Dr. Nick Kuiper ______________________________ ______________________________ Dr. Rod Martin Dr. Alan Leschied The thesis by Pamela Michelle Seeds entitled: Interpretive bias in the context of life stress and depression: An examination of stress generation and diathesis-stress models is accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy ______________________________ _______________________________ Date Chair of the Thesis Examination Board ii Abstract Purpose: Researchers have recently demonstrated interest in interpretive bias, the tendency to interpret ambiguous information more negatively and/or less positively. The extent to which interpretive biases influence the occurrence of life stressors and potentially compound the negative effects of life stress in the development of depression is presently unknown. Hence, the purpose of this study was to investigate interpretive bias for ambiguous social information within the context of stress and depression. This study examined interpretive bias in the context of two theoretically and empirically supported models of depression – stress generation and diathesis-stress – to determine the mechanism through which interpretive bias influences depression. Method: Two hundred and seven young adult women participated in a two-wave prospective study. At Time 1, participants were asked to complete two measures of interpretive bias—the Scrambled Sentences Test and the Ambiguous Stories Task— as well as self-report questionnaires of their current depressive symptoms and depression symptom history. Five weeks later, participants were asked to complete a measure of their current depressive symptoms and a life events questionnaire. Results: Consistent with expectations, multiple indices of interpretive bias were directly predictive of Time 2 depression symptoms, over and above the effects of Time 1 symptoms. Some evidence was found for a role of interpretive bias in stress generation. In contrast to hypotheses, none of the interpretive bias variables interacted with life stress to predict depressive symptoms at follow-up (diathesis-stress model). Conclusion: Taken together, the findings suggest that a theoretically significant role exists for interpretive biases in depression vulnerability. Additionally, these findings offer initial evidence that individuals with a pre-existing cognitive vulnerability may be at iii risk of contributing to the occurrence of stressful life events in their lives. Future research should examine interpretive biases in the context of interpersonal behaviours to determine the specific pathways from interpretation of an ambiguous situation to stress generation and/or depression. Keywords: Interpretive Bias, Information Processing, Dysphoria, Depression, Stress, Life Events, Stress Generation, Diathesis-Stress iv Acknowledgements First and foremost, I would like to extend my gratitude to my supervisor, Dr. David Dozois. You have been a constant source of support and guidance throughout my graduate training, and have served a significant role in my professional development. I would also like to acknowledge my advisory and examination committee members, Dr. Rod Martin, Dr. Nick Kuiper, Dr. Elizabeth Hayden, Dr. Alan Leschied, and Dr. Gordon Flett. I am grateful for your suggestions and feedback. My deepest thanks go out to the women who participated in this study, as well as the volunteers who assisted with data collection, entry, and coding. To Laura Leggett, Haley Fallowfield, Paula Raben, and Lisa Mark — I could not have done it without you! Special appreciation is extended to Dr. Rod Martin and Francois Botha for their assistance with the testing materials used in this study. I gratefully acknowledge the experts in the field who provided assistance with this project along the way: Dr. Stephanie Rude and Dr. Karen Dearing for their stimuli and knowledge of interpretive bias, Dr. Kate Harkness and Dr. Jorden Cummings for their expertise in stress generation theory, and Dr. Lena Quilty for her statistical prowess. To Megan Hancock and Jen Tapscott, I extend my deepest thanks for helping me to learn more than I ever wanted to know about Poisson regression analyses. To my fellow clinical psychology graduate students — thank you for acting as pilot participants as I created and refined my methodology. I would also like to recognize the support I received from my lab mates, past and present. To Rebecca McDermott, Lyndsay Evraire, Francois Botha, Allison Ouimet, Jay Brinker, Roger Covin, Paul Frewen, and Laura Fazakas-DeHoog — you each have v contributed to my professional development over the course of my graduate training. Your comments, suggestions, and practical assistance throughout the development and execution of this project have proved invaluable. I hope that our paths cross again. My special thanks go out to Lyndsay, Becky, and Francois, who regularly served as sounding boards, problem-solvers, and moral supporters. I also would like to acknowledge the friends and family who have been an unwavering source of support. To my Clinical cohort (Naomi Gryfe Saperia, Erin Ross, Matthew Shanahan, and Juliana Tobon) — although we have ventured in different directions with diverse goals and timelines, I am grateful for having had you as colleagues in my graduate training. To my friends and family — thank you for your never-ending encouragement and support during this marathon of educational pursuits. Many of you helped to bring me back to reality when I became wrapped up in ideas, made me see the humour in things when I was stuck in facts, acted as trailblazers and proved a Ph.D. could be completed, forced me to leave the lab and have a life away from school, or just listened when I needed to vent. I am blessed to have such wonderful people in my life. An extra special thank you goes to my beloved husband, Jim Kempson. You have stood beside me every step of this adventure, and have never waivered in your belief in me. You have been an outstanding listener, copy editor, motivational speaker, and shoulder to cry on. In the end, the fruits of this labour is equally yours because I could not have done it without you. Lastly, I would also like to acknowledge the support of the Social Sciences and Humanities Research Council of Canada (SSHRC) and the Ontario Mental Health Foundation (OMHF) in funding my doctoral research over the past five years. vi Table of Contents CERTIFICATE OF EXAMINATION ............................................................................. ii ABSTRACT ..................................................................................................................... iii ACKNOWLEDGEMENTS ............................................................................................... v TABLE OF CONTENTS ................................................................................................ vii LIST OF TABLES ............................................................................................................ xi LIST OF FIGURES ........................................................................................................ xii LIST OF APPENDICES ................................................................................................ xiii INTRODUCTION .............................................................................................................. 1 Introduction to the Current Study and Conceptual Framework ............................. 2 Cognitive Theories of Depression ........................................................................
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