Child-reported depression and anxiety in preadolescence: II. Preschool predictors

Objective: To examine the predictive association of parent- and teacher-rep orted behaviors at age 2 to 3 years in relation to child-reported depressio n and anxiety at age 10 to 11 years. Method: Subjects were participants in a longitudinal study of 420 children aged 2 to 3 years from the general pop ulation first assessed in 1989 and again in 1991 (n = 397) and 1997 (n = 35 8). For the present study, 249 children were included for whom all relevant measures were obtained. These measures include the Child Behavior Checklis t (CBCL) for 2- to 3-year-olds at time 1, the CBCL for 4-to 18-year-olds an d the Teacher's Report Form at time 2, and the Dimensions of Depression Pro file for Children and the State-Trait Anxiety Inventory for Children at tim e 3. Results: Only 5 and 8 of 220 parent-reported preschool problem items w ere significantly related to later child-reported depression and anxiety, r espectively, and only 3 of 120 teacher-reported problem items were related to later anxiety. Of 120 teacher-reported preschool problem items, 21 were significantly related to later depression, including items referring to ear ly signs of depression and social and academic problems. Conclusions: Teach ers, but not parents, can provide valuable information regarding preschool signals of preadolescent depression, but not anxiety. These signals include early social and academic problems.