LAUSR

Abstract Our primary aim was to test the developmentally-based interpersonal model of depression in preschool-age children. Socio-behavioural deficits (i.e., non-normative use of physical and relational aggression) were expected to interact with relationship disturbances (i.e., physical and relational peer victimization) in relation to depression symptoms in preschool-age children. We tested this theory using multiple regression in a sample of 198 preschool children (Mage 33.61 months, SDage = 5 months) using a multi-informant approach. Depression symptoms and physical aggression were measured by the Caregiver–Teacher Report form and relational aggression was measured by the Preschool Social Behaviour Scale. Physical and relational victimization were measured by the Preschool Peer Victimization Measure — Teacher Report and observations of peer victimization and aggression from the Early Childhood Play Project observation system. As a secondary aim, we examined the moderating role of sex. When children were relationally victimized by peers, engaging in high relational aggression was related to depression symptoms in the teacher-reported model; whereas physical aggression did not moderate the relation between physical peer victimization and depression symptoms. These findings were not replicated across reporters. No sex differences were found. Results supported the application of the developmentally-based interpersonal model of depression in preschool-aged children. Those experiencing relational victimization and engaging in relational aggression in preschool may be at risk for heightened concurrent depression symptoms.