Childhood adversity and depressive symptoms among young adults: Examining the roles of individuation difficulties and perceived social support
Bibliographic record
Abstract
AIM: While childhood adversity is a known risk for depressive symptoms, little is known about the contributing role of individuation difficulties among young adults. The present study examined individuation difficulties and perceived social support-and their interaction-as moderators of the relationship between childhood adversity exposure and depressive symptoms. METHODS: Young adults (N = 119; M = 20.8 years) completed self-report assessments of childhood adversity, depressive symptoms, individuation difficulties, and perceived social support. Regression analyses were used to examine interaction effects regarding depressive symptom severity. RESULTS: A significant moderated moderation effect was found whereby individuation difficulties interacted with adversity exposure as perceived social support was reduced. Thus, at high levels of individuation difficulties, young adults with exposure to childhood adversity reported elevated depressive symptoms. This effect was buffered by social support such that when individuation difficulties were high, the association between adversity and depressive symptoms decreased from low to moderate and high support. CONCLUSION: Individuation difficulties and social support are important factors in the development of depressive symptoms from exposure to childhood adversity among young adults.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".