Children’s Depression Inventory Jessica Fonville Psychological Tests and Measurements January 18, 2011 Children’s Depression Inventory The Children’s Depression Inventory (CDI) is an inventory used in testing for affective, cognitive, and behavioral depression in children ages seven to seventeen (Frey, 2003). The inventory is self-reporting, making it a popular method because it is inexpensive and easy. The inventory is also quick to administer, interpret, and score. The inventory is administered by certain qualified individuals and in particular settings in which the measure would be appropriate to use. The measure is only valid in particular populations. The use of the CDI in testing for childhood depression is discussed in two …show more content…
Users and Settings of Children’s Depression Inventory The Children’s Depression inventory was created by Maria Kovacs, Ph.D. as a self-reporting symptom-oriented scale to evaluate not only the existence of depressive symptoms in children, but also the severity of such symptoms (Multi-Health Systems Inc., 2003). As such, the CDI self-report tool is meant to rate the presence of symptoms for further assessment rather than be used as the sole diagnostic tool for clinical depression. The CDI measures five factors including self-esteem, mood, ineffectiveness, relational problems, and anhedonia or loss of pleasure (Multi-Health Systems Inc., 2003). The CDI is commonly used as a screening procedure in a number of clinical and non-clinical settings; schools, special education, outpatient or inpatient clinics, guidance centers, child psychiatric, and medical pediatric settings (Multi-Health Systems Inc., 2003). Administration and scoring of the CDI can be handled by educational, medical, psychiatric, and other qualified professionals. According to Dr. Kovacs and the Multi-Health Systems Incorporated (2003) website, the use and analysis of results from the CDI requires a B-level qualification, meaning that the administrator has completed university level test and measurement courses or obtained comparable and documented training. The two articles chosen by Learning Team C evaluated the use of the CDI self-inventory measurement and its effectiveness as a diagnostic tool
This instrument was developed by Aaron T. Beck who is a pioneer cognitive therapist. This instrument is commonly called the BDI and was developed in 1961. It was adapted in 1969 and a copyright was obtained in 1979. In developing the instrument Beck used a series of questions which enabled him to adequately measure the strength severity and complexity of depression. There are two versions of BDI, a long version which has 21 questions mostly used to measure specific symptom common with all patient suffering from depression. The shorter version which is composed of seven questions is meant to be used in a primary healthcare setting, with main purpose to evaluate, and monitor changes in of depression.
The Beck Youth Inventory Test was developed in 2001 by Judith Beck, Aaron Beck, John Jolly, and Robert Steer. The purpose of this psychological testing tool is a brief self-report to measure the distress in children and adolescents (Flanagan & Henington, 2005). The Beck Youth Inventory includes using five self-administered scales. The five tests include the Beck Depression Inventory, Beck Anxiety Inventory, Beck Anger Inventory, Beck Disruptive Inventory, and the Beck Self-Concept Inventory. These tests can be administered individually or in combination to the youth. The intended population for this test is ages 7-14 years (Flanagan & Henington, 2005). This test is used to assess symptoms of depression, anxiety, anger, disruptive
To fully understand the effects of antidepressants on children and adolescents, proper experimentation must be conducted, which could prove challenging as to the span of years and test subjects involved in these cases. Meanwhile, some mental health professionals assert that the use of antidepressants in children may well avert the brain from developing patterns of depression as an adult, and points to studies presenting the advantages which can offset the hazards in implementing such drugs. Depression is ominous and foreboding for those who suffer with this malady; professionals contend that the vast “impact of depression is greater than the impact of the
Depression is defined as a mental illness in which a person is experiencing deep sadness and loneliness. It is known as one of the most common mental illnesses and it affects all kinds of people, regardless of sex, age and religion. Many people are not aware that depression is not only diagnosed in adults, but in children and adolescents as well. Therefore, there is a debate about whether children suffering from depression should be allowed to take antidepressants. Antidepressant drugs should be prescribed for children suffering from depression under the conditions of doctors limiting the medication, including therapy and having the parents informed/educated.
As in adults, depression in children and adolescents is treatable. Certain antidepressant medications such as selective serotonin reuptake inhibitors (SSRIs), can be beneficial to children and adolescents with MDD. Certain psychotherapy modules also have been shown to be effective. However, our awareness of antidepressant treatments in children and adolescents, though growing substantially, is incomplete compared to our knowledge about treating depression in adults.
The assigned article for this week was ‘Can Preschoolers Be Depressed?’ by Pamela Paulaug. As the title told, the article was about young children, such as preschoolers’ depression. The article can be mainly broken into three big chunks: there was a boy named Kiran and his case was introduced as an example; controversy over preschoolers’ depression among psychologists, psychiatrists, and researchers; its best treatment for young children so far known.
DAS is recommended for this group as it is reliable and gives correct prediction and outcomes regarding depression. This assessment tool is easy to use; it is a self-report scale consisting of 40 items with each item having a statement and 7-point Likert scale. The questions used in this assessment are direct and easy making it efficient for most individuals' use (de Graaf, Roelofs, & Huibers, 2009). Besides,
Today schools are taking a much more effective role in detection of depression in the younger generations. Because school is like work for adults and is where children spend most of their days, I thought it would be appropriate to discuss a model developed by Urie Bronfenbrenner and Morris in 1979, which addresses the totality of the child’s life up to the present moment. This model gave school counselors a tool to work from while assessing the children. This model puts every aspect of the disorder on a continuum that professionals can use as a guide during questioning and diagnosis. Due to the fact that depression is hard to detect in young children, this process allows the counselor to see all symptoms present even if they don’t fit the DSM IV criteria to comprise a diagnosis. The Ecological Model takes a look at the child as a whole. This includes, home,
5. Grade or age levels covered: This measure can be administered to individuals ages 13 years and older (Beck, Steer, & Brown, 1996).
The purpose of the BDI-II is to use to measure the severity of depression in adolescents and adults 13 years of age or older. It was established to address the DSM-IV criteria for depression (DSM-IV; American Psychiatric Association, 1994). It is not a diagnostic instrument and the manual cautions the user against using for that purpose (Beck et al., 1961).
The selected youth were living in foster care, and were free of active bipolar 1 disorder, eating disorders, chronic illnesses (cancer, cardiovascular disease, and autoimmune disorders), psychotic disorders, and suicidality. Weight and height were measured for each individuals BMI, to assess and measure cortisol and protein levels, saliva was collected. Other participants and caregivers completed tests of psychosocial measures along with 12 other tests and questionnaires. The child behavior checklist – Parent version (CBCL). (Achenbach and Rescorla 2001) was a form that was completed by the adolescent’s parent, caregiver or legal guardian. They were asked questions that described the adolescent’s emotional and behavioral problems. It contained 113 problems that were rated from zero being “not true” to two being “mostly true”. The quick inventory of depressive symptomatology—self-report (QIDS-SR). (Rush et al. 2003). This was a 16 item measure of the adolescent’s severity of depression symptoms. These questions were based on 9 symptoms of depression on the DSM-IV. This sample resulted in sufficient central consistency. The state-trial anxiety inventory-trait subscale (STAI-T). (Spielberger et al. 1983) was a 20-item scale that measured anxiety. Scores were rated from 0-60, higher scores marked higher anxiety. Functional assessment of self-mutilation. (FASM). (Lloyd et al. 1997). The
Depression is the most common mental disorder, not only for adults, but for children and teenagers as well. The DSM-IV classifies depression as a mood disorder. It states that an individual has suffered a “major depressive episode” if certain symptoms persist for at least two weeks, including a loss of enjoyment in previously pleasurable activities, a sad or irritable mood, a significant change in weight or appetite, problems sleeping or concentrating, and feelings of worthlessness. These symptoms of depression fall into four categories: mood, cognitive, behavioral, and physical. Depression affects how individuals feel, think, behave, and how their bodies work. People with depression may experience symptoms in any or all of the
Studies that evaluate universal school-based programs, have been known to provide effectiveness in determining proper treatments (Tomyn, Tyszkiewicz, Richardson, and Colla, 2016). Up to 50% of all depression cases had signs in their adolescence. (Kessler et al.,2007 as cited in Tomyn et al., 2016) Depression is a problem world-wide. In many cases people are not treated for depression until adulthood making it more difficult (Gladstone and Beardslee 2009). The purpose of universal interventions is to gain knowledge to strengthen protective factors and reduce risk factors (Tomyn et. al.,2016). In this study, they are trying to measure how the program will positively or negatively affect adolescents. As well as to see the effectiveness of the program for adolescents already experiencing symptoms of depression (Tomyn et al.,2016).
Assessment for depression include gathering information from Child parents School and assessing functioning all areas of child life clinical manifestation in children in clothes off irritability somatic complaints behavior problems separation anxiety ability and boredom adelaide simkin present with irritability so some of the typical symptoms some of the
People used to believe that children had no reason to be depressed it wasn’t till a few years ago: “No one thought that children could suffer from real depression; there wasn’t even an official diagnosis for childhood depression until 1980” (Fassler 4). But really who would have thought that such a thing could be possible. Sadly today we know that it’s a real disease and it affects more adolescents than we think: “ The National Institute of Mental Health estimates that as many as 2.5 percent of all American youngsters under the age of eighteen or over 1.5 million children and adolescents are seriously depressed” (Fassler 2).