Stress generation in depression: reflections on origins, research, and future directions.

By C. Hammen. Journal of Clinical Psychology, 2006

673 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/cada1c594b614e6cc579008c397d1c398ed5e005

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Keith Bredemeier
2. Jamal Mohanesh
3. Jeffrey S Ashby
4. Lydia Odenat
5. Janet S. Hyde
6. L. Lewandowski
7. John R. Z. Abela
8. A. Alawneh

In Developmental and Educational Psychology

1. A. Beck
2. John R. Z. Abela
3. Paula M. Niedenthal
4. Piotr Winkielman
5. Janet S. Hyde
6. A. Charbonneau
7. Richard T. Liu
8. L. Alloy

In Social Psychology

1. T. Gruenewald
2. M. Kemeny
3. S. Dickerson
4. A. Beck
5. D. Disabato
6. Jamal Mohanesh
7. Jeffrey S Ashby
8. Lydia Odenat

Citations in the corpus

• A Unified Model of Depression (2016, positive): “Also, compensatory behaviors such as these can elicit negative reactions from others, presenting yet more stress to the individual (see Hammen, 2006; Lewinsohn, Mischel, Chaplin, & Barton, 1980).”
• What Predicts Positive Life Events that Influence the Course of Depression? A Longitudinal Examination of Gratitude and Meaning in Life (2017, background): “Individuals with clinical depression are theorized to create their own interpersonal stressors due to their negative attributions and emotions during social interaction (Hammen 2006).”
• Stress generation in depression: A systematic review of the empirical literature and recommendations for future study (2010, methodology): “Despite Hammen (2006) suggestion that stress generation may not be unique to depression, the research to date, both in direct comparisons to other disorders and when these other disorders are examined alone, points to a degree of specificity in the relation between stress generation and depression.”
• MaLaDaPTIve scheMas anD DePressIon: TesTs of sTress generaTIon anD DIaThesIs-sTress MoDeLs (2011, background): “Further, interpersonal stressors have been emphasized in both stress generation (e.g., see Hammen, 2006, for a review; Hankin et al., 2005) and diathesis-stress (e.g., Mazure, Bruce, Maciejewski, & Jacobs, 2000; Shahar et al., 2004) models of depression.”
• Embodiment of cognition and emotion (2015, background): “Some models suggest these effects can in fact form a cycle in which deterioration of social support and dysregulation of mood become mutually reinforcing (e.g. Hammen, 2006).”
• Psychobiological Responses to Social Self Threat: Functional or Detrimental? (2009, background): “Many models of human depression also propose that social threat plays a key role in the origin and maintenance of depressive symptoms (e.g., Gilbert, 1997; Hammen, 2006).”
• Gender Differences in the Cognitive Vulnerability-Stress Model of Depression in the Transition to Adolescence (2010, result): “We found support for the stress generation effects, finding that depression symptoms at age 13 significantly mediated the gender difference in dependent interpersonal stress at age 15. Although other studies have found that depression among both males and females is associated with the generation of”
• Advances in Continuous Traumatic Stress Theory: Traumatogenic Dynamics and Consequences of Intergroup Conflict: The Palestinian Adolescents Case (2013, background): “, domestic violence) (Hammen, 2006; Uliaszek et al., 2012; for a review see Liu, 2013).”
• Stressors and Turning Points in High School and Dropout (2015, background): “The relationships between vulnerability and stress are further complicated by the observation that past stressors may increase not only sensitivity to future stress but also exposure to it, in a process of stress generation (Hammen, 2006; Liu & Alloy, 2010).”