Cognitive Explanations of Major Depressive Disorder (MDD) (HL IB Psychology)

Revision Note

Claire Neeson

Written by: Claire Neeson

Reviewed by: Lucy Vinson

Beck's Cognitive Triad explanation of MDD

  • The cognitive approach to explaining behaviour focuses on processes such as thinking and decision-making, memory, information processing and perception

  • The cognitive approach to explaining MDD assumes that depression is a result of faulty or irrational thought processes which may lead to the depressed person over-using cognitive biases in their thinking

  • Beck (1963) developed an explanation of MDD known as the cognitive triad which was based on conclusions he had drawn from working with depressed patients over a number of years

  • The cognitive triad is divided into the following: 

    • Negative thoughts about the self

    • Negative thoughts about the world

    • Negative thoughts about the future

14-cognitive-explanations-of-major-depressive-disorder-mdd-for IB Psychology

Beck’s cognitive triad.

  • Depressed people tend to irrationally personalise the world and events that happen to them e.g. ‘The world hates me’; ‘Even the bus hates me, it didn’t stop for me this morning’

  • Depressed people will always seek out the negative in any situation e.g. ‘I may have got a promotion but it will mean more work for me to have to take on’ (an example of negative automatic thoughts)

  • Depressed people also engage in catastrophising (e.g. ‘I got a low mark for this essay which means I’m going to fail the IB and end up homeless and broke’); overgeneralisations (e.g. ‘I had a date last night but it didn’t go well so what’s the point of dating at all?)

  • Beck suggested that irrational and faulty thought processes as seen in the cognitive triad could be a result of adverse childhood experience (see early maladaptive schemas below)

  • Beck proposed a diathesis-stress component of his theory which states that some people are naturally predisposed to developing MDD which makes them vulnerable to environmental stressors (e.g. one person may fall into a deep depression if they lose their job whereas a different person may feel no such low mood and may even frame the event positively)

Evaluation of Beck’s cognitive triad explanation of MDD

Strengths

  • There is good research evidence to support Beck’s theory e.g. Bothwell and Scott (1997) found that cognitive biases were linked to symptoms of depression

  • The theory has good application for treating depression e.g. CBT (Cognitive Behavioural Therapy) is used to identify, challenge and change irrational thoughts so that MDD symptoms recede

Limitations

  • Beck’s theory is useful for highlighting what characterises irrational thinking but not why such thoughts occur or where they come from so in this respect the theory lacks some explanatory power

  • Beck’s theory may not be generalisable to collectivist cultures with its emphasis on individual experience and one-to-one therapy

Examiner Tip

You have studied Cognitive Schema as part of the Core Approaches (Cognitive Approach - Cognitive Processing - Schema Theory) so you can use Early Maladaptive Schemas and the accompanying study (Riso et al. 2006) to answer questions on Paper 1 and Paper 2 (for the topic of cognitive explanations of MDD as shown on this revision note). It is absolutely fine to ‘double up’ on studies, just make sure that you use the study to answer the question accordingly.

Early Maladaptive Schemas Theory Explanation of MDD

  • This theory takes some core ideas and concepts from Beck’s theory of depression (e.g.irrational thoughts about the self which Beck termed negative self-schemas) but it focuses its attention squarely on the influence of childhood experience as an explanation of MDD

  • An Early Maladaptive Schema (EMS), proposed by Young (2006), is a type of self-schema in which a person’s early, childhood experience forms the basis for their self-image, self-esteem and general well-being

  • An EMS may develop if a child is abused, neglected or placed into situations which are distressing and/or unpredictable

  • An EMS is stable – which means it is resistant to change – and consists of long-term beliefs about the self which are very difficult to eradicate, even if the person undergoes years of therapy or counselling

  • An EMS may well lead to the development of a mental disorder such as Major Depressive Disorder (MDD) or anxiety disorders

  • Types of EMS include:

    • Abandonment (which develops if someone feels that their caregivers are unreliable and/or cold and unloving) 

    • Defectiveness (which develops if someone has been told that they are not worthy of love, that they are bad, that people will reject them) 

    • Failure to Achieve (which develops if someone believes that they are doomed to always fail and that others are better than them)

  • An EMS is likely to prevent an individual from realising their true potential (self-actualisation) as it erects obstacles to their success, happiness and fulfilment

Evaluation of the Early Maladaptive Schema explanation of MDD

Strengths

  • The concept of negative self-schemas formed the basis for early cognitive behavioural therapy so it has some useful application to mental health settings

  • Research by Sojta & Strzelecki (2023) highlights the importance of understanding how EMS impact parenting, the findings of which could be used as a preventative measure against generational MDD

Limitations

  • It is difficult to operationalise and measure schemas which means that research on EMS can lack reliability

  • A therapist would have to take great care when discussing a patient’s EMS as such a discussion may result in some traumatic memories being revisited which means that only suitably qualified professionals should attempt this type of assessment

Which research studies investigate cognitive explanations of MDD?

  • Beck et al. (1974): Beck’s Cognitive Triad - investigated cognitive distortions in patients with MDD

  • Riso et al. (2006): Early Maladaptive Schemas - found that EMS are stable and long-lasting and should be treated using suitable therapy

Beck et al. (1974) and Riso et al. (2006) are available as Two Key Studies of Cognitive Explanations of MDD – just navigate the Explanations for Disorders section of this site.

Worked Example

The question is, ‘Evaluate research into one or more cognitive explanations of MDD’.  [22]

The command term ‘Evaluate’ means that you should give a detailed account of the strengths and limitations of one or more cognitive explanations of MDD.

Here are two exemplar paragraphs for guidance:

Young’s (2006) theory of Early Maladaptive Schemas explains MDD as being the result of early childhood experience, specifically negative or adverse influences on the developing child e.g. abuse or neglect. Riso et al. (2006) sought to explore the stability of EMS beyond childhood, using multiple measures (interviews and questionnaires which measured levels of depression,, EMS, dysfunctional attitudes, attributional style and neuroticism). The use of more than one measure and more than one type of data is known as triangulation of method/data which increases the reliability of the data as one measure checks another measure for agreement and consistency.

Riso et al.’s (2006) research investigated the experience of adult participants living with MDD and yet the only methods employed in the study consisted of clinical, questionnaire-based interviews which generated quantitative data. While this type of data makes analysis and comparison easy e.g. a correlation coefficient of 0.75 for EMS and MDD (a strong positive correlation), it lacks the explanatory power of qualitative data. Including qualitative data in the research would have been more time-consuming, both to collect and to analyse, but it would serve to enable researchers to gain a more meaningful insight into the nature of MDD via the reported experience of the participants.

Examiner Tip

If you are asked to provide evaluation for one or more explanations/theories/studies then remember that you don’t have to provide more than one explanation/theory/study! This may help to focus your attention in the exam and it gives you the opportunity to use fine study detail and in-depth critical thinking.

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Claire Neeson

Author: Claire Neeson

Expertise: Psychology Content Creator

Claire has been teaching for 34 years, in the UK and overseas. She has taught GCSE, A-level and IB Psychology which has been a lot of fun and extremely exhausting! Claire is now a freelance Psychology teacher and content creator, producing textbooks, revision notes and (hopefully) exciting and interactive teaching materials for use in the classroom and for exam prep. Her passion (apart from Psychology of course) is roller skating and when she is not working (or watching 'Coronation Street') she can be found busting some impressive moves on her local roller rink.

Lucy Vinson

Author: Lucy Vinson

Expertise: Psychology Subject Lead

Lucy has been a part of Save My Exams since 2024 and is responsible for all things Psychology & Social Science in her role as Subject Lead. Prior to this, Lucy taught for 5 years, including Computing (KS3), Geography (KS3 & GCSE) and Psychology A Level as a Subject Lead for 4 years. She loves teaching research methods and psychopathology. Outside of the classroom, she has provided pastoral support for hundreds of boarding students over a four year period as a boarding house tutor.