This research examined three possible models to explain how childhood
social adversity and recent stress interact to predict depression in
youth: stress sensitization, stress amplification, and stress inoculation.
Drawing from a stress-sensitization theory of depression, we hypothesized
that exposure to childhood adversity, in the form of disruptions in
critical interpersonal relationships, would lower youths' threshold
for depressive reactions to recent interpersonal stress. We expected that
this pattern of stress sensitization would be most salient for girls
negotiating the pubertal transition. These hypotheses were examined in two
studies: a longitudinal, questionnaire-based investigation of 399 youth
(M = 11.66 years) and a concurrent, interview-based investigation
of 147 youth (M = 12.39 years). Findings supported the role of
stress-sensitization processes in pubertal girls and prepubertal boys, and
stress-amplification processes in prepubertal girls. Childhood social
adversity specifically predicted sensitization to recent interpersonal,
but not noninterpersonal, stress. These findings build on prior theory and
research by suggesting that early adversity exerts context-specific
effects that vary across gender and development. Future research will need
to identify the specific mechanisms underlying this stress-sensitization
process.We express our appreciation to the
students, teachers, and principals of the participating schools for their
facilitation of this study. We also thank Constance Hammen, Kate Harkness,
and Eva Pomerantz for their helpful comments; Melissa Caldwell, Alyssa
Clark, Colleen Conley, Alison Dupre, Heidi Gazelle, and Kathryn
Kurlakowsky for their assistance in data collection and management; and
Shannon Daley for consultation on statistical analyses. This research was
supported by a University of Illinois Research Board Beckman Award, a
William T. Grant Foundation Faculty Scholars Award, and National Institute
of Mental Health Grant MH59711 awarded to Karen D. Rudolph.