Syllabus Edition

First teaching 2025

First exams 2027

Social Support & Major Depressive Disorder (DP IB Psychology): Revision Note

Claire Neeson

Written by: Claire Neeson

Reviewed by: Raj Bonsor

Updated on

Social support & MDD

  • Sociocultural explanations suggest that isolation and a lack of social support can worsen stress, which may lead to MDD symptoms (low mood, loss of motivation, insomnia etc.)

  • Social support can act as a protective factor, reducing the impact of stress and lowering the risk of developing MDD

  • The more social support a person has, the better they can cope with life's stressors

  • Without support, symptoms of MDD may intensify

  • Examples of social support include:

    • Being part of a loving family

    • Involvement in the local community

    • Taking part in group activities (e.g., sport, arts, volunteering)

    • Having at least one close friend to confide in

Types of social support

  • Instrumental support

    • Providing practical help that reduces external pressures

    • E.g., lending money or providing childcare to remove sources of financial or role-related stress

  • Esteem support

    • Reinforcing someone's self-worth and confidence

      • E.g., expressing belief in their abilities to make challenges feel manageable

  • Emotional support

    • Providing empathy and reassurance which reduces psychological stress

      • E.g., listening attentively and showing understanding to reduce feelings of isolation

  • These types often overlap and can also be provided online or over the phone, not just face-to-face

  • Together, they buffer stress, making people more resilient and less likely to develop or worsen MDD

Cultural & gender factors

  • Cultural differences

    • In collectivist cultures, extended family and community networks provide strong instrumental, esteem and emotional support

      • E.g., family members sharing financial resources, expressing pride, and show care

    • In individualist cultures, people often rely on smaller friendship circles or formal support systems, such as therapy

      • This promotes independence and autonomy but can increase isolation if close ties are lacking

    • Collectivist cultures may therefore offer greater protection against stress, while individualistic cultures may leave some people more vulnerable

  • Gender differences

    • Females usually have wider social networks and are more likely to seek and provide emotional support

      • Talking openly about feelings strengthens emotional and esteem support

    • Males may rely more on instrumental support

      • In some cultures, men are discouraged from expressing vulnerability, which limits emotional support

    • Women report higher rates of diagnosed MDD, partly because they are more likely to seek medical help and disclose symptoms

Research support for social support & MDD

 Auerbach et al. (2011)

 Aim:

  • To investigate the relationship between social support, stress, and depressive symptoms in adolescents

 Participants:

  • 258 Canadian adolescents (aged 12–18)

  • 57% female, 43% male

 Procedure:

  • Participants completed questionnaires measuring:

    • Symptoms of MDD

    • Levels of anxiety

    • Stressful life events

    • Amount of social support from parents and friends

  • Follow-ups took place every 6 weeks over 6 months

 Results:

  • Adolescents with low levels of social support reported higher levels of MDD symptoms

Conclusion:

  • Social support from parents and friends is a key protective factor against MDD in adolescents

Evaluation of the role of social support & MDD

Strengths

  • Social support is flexible – different types may be more useful in different situations (e.g., emotional support during relationship breakdown, instrumental support during financial stress)

  • Research shows social support generally helps individuals cope with stress positively, which reduces the likelihood of MDD

Limitations

  • Social support may not always help; if it is perceived as interference, or if it encourages harmful coping (e.g., drinking, smoking), it may worsen stress

  • It is difficult to isolate and measure different types of social support, making it unclear which are most influential in protecting against MDD

Bias

  • Using self-reporting methods can be prone to several types of participant bias, including:

    • social desirability bias – participants may answer to present themselves in the best light possible

    • response bias - participants may answer according to how they think the researchers want them to respond

  • Bias can also stem from researchers only focusing on the responses that support their hypothesis/preconceptions (confirmation bias)

  • To this extent the validity of research into how social support mediates the symptoms of MDD would be affected

Measurement

  • Social and behavioural variables are very difficult to measure, as they are prone to subjectivity and inconsistency

    • What may constitute social support for one person may not be recognised as such by someone else

      • This means that a reliable measure of social support is difficult to establish

Unlock more, it's free!

Join the 100,000+ Students that ❤️ Save My Exams

the (exam) results speak for themselves:

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.

Raj Bonsor

Reviewer: Raj Bonsor

Expertise: Psychology & Sociology Content Creator

Raj joined Save My Exams in 2024 as a Senior Content Creator for Psychology & Sociology. Prior to this, she spent fifteen years in the classroom, teaching hundreds of GCSE and A Level students. She has experience as Subject Leader for Psychology and Sociology, and her favourite topics to teach are research methods (especially inferential statistics!) and attachment. She has also successfully taught a number of Level 3 subjects, including criminology, health & social care, and citizenship.