The purpose of the study is to test the Response Styles Theory (Nolen- Hoeksema, 1987) which explains the contribution of response styles (rumination/ distraction), and problem solving abilities to the depressive symptoms in Turkish children. Actually, there are many theories explaining depression. However, Response Styles Theory has been cross validated with different cultures and age groups. The results of several studies provided evidences that the Response Styles Theory was helpful to establish theoretical background for intervention strategies for children with depressive symptoms. The Response Styles Theory was developed by Nolen- Hoeksema, in 1987. According to this theory, people with rumination tendencies focus on the causes and the consequences of their depressive mood, blame and criticize themselves for their depressed mood. This process results in a vicious cycle in which the level of depression is likely to increase. The other response style given to depression is distraction. That is, one’s diverting his/her attention from the depressive mood s/he is in and engaging in more pleasant activities (Nolen- Hoeksema, 1987). Research indicates that as children with high levels of depressive symptoms engage in rumination, they are less likely to generate effective solutions to their problems. In other words, ruminators are poor problem solvers (Abela, Vanderbilt, & Rochon, 2004; Lyubomirsky, Tucker, Caldwell, & Berg, 1999). As a result, a vicious cycle occurs in which the ruminating individual can not engage in effective problem solving process, putting him/herself into a more depressed mood through both rumination and not generating effective solutions for the problems s/he has encountered. Rumination leads to an increase in depression and results in poor problem solving, and ruminators are poor problem solvers. Best of our knowledge, Response Styles Theory (Nolen- Hoeksema, 1987) -which is a widely accepted and widely tested theory abroad- and the contribution of rumination/distraction and problem solving abilities to the depressive mood in Turkish children, has not been studied, yet.

This study hypothesized that Response Styles Theory (Nolen- Hoeksema, 1987) is valid for Turkish children. To test the theory, the contribution of problem solving abilities (assertive, aggressive, submissive) and ruminative/ distractive tendencies of children to their depressive symptoms were examined with regar to age and gender. The sample comprised 605 subjects with a mean age of 11.77. They were recruited from the two cities of Turkey via convenient sampling. Response styles of the children were measured by Children’s Response Styles Questionnaire (CRSQ; Abela, Vanderbilt, & Rochon, 2000).The way children solve their problems (submissive, assertive, and aggressive) was determined by Children’s Action Tendency Scale (CATS; Deluty, 1979). In addition, to measure the depression level of children, Children’s Depression Inventory (CDI; Kovacs, 1980) was used. Finally, a Demographic Form was utilized in order to gain information about age, gender, and grade of the participants and about their parents’ education and occupation.

It is expected that female students in Turkey will display more depressive symptoms and more ruminative tendencies than male students. Male students will be using more distractive responses. Moreover, children with ruminative tendencies will be be poorer problem solvers than children with non- ruminative tendencies. Thus, children with ruminative tendencies and poor problem solving abilities will complain more about depressive symptoms. In addition, a difference in terms of response styles, depressive symptoms and problem solving abilities, with respect to grade levels is expected. As hypothesized, 4th grade will show less effective problem solving abilities –since problem solving is a cognitive process-, less depressive symptoms and less ruminative tendencies when compared to 7th grade children. Furthermore, it is expected that the gender differences in terms of depressive symptoms and ruminative tendencies will not exist in 4th grade children but in 7th grade children.