Evaluation Of The Paper By Edelen And Reeve

The questionnaire was also given at the beginning of the study and at the end of the study. Collecting both of these at the beginning and the end of the study helped us see changes in the participant's health and well-being. This helped us determine if the study had been helpful to the population with whom we worked. The questionnaire covered current drug use, all suicidal ideations, suicide attempts, and current feelings on several subjects, such as the participants relationship with his or her family. Some sample questions from the questionnaire include: “On a scale of 1 to 5, with 1 being the lowest score possible and 5 being the

All the questions in the cover page are answered and each item assigned a score of between 0 and 4. The raw scale scores are obtained by summing up the scores of the items in the score. Once this is done, the raw scores are transferred to T-scores and percentiles by using the appendix. EDI-3 has T-scores for the three subscales and their composites and these are calculated using an analytical technique that removes any form of irregularities (Cumella, 2006). For the composite scores, the T-scores are summed up and transferred to percentiles. The EDI-3 profile sheet as well as the appendix play a critical role in charting T-scores and

Cozby, Paul. C., Bates, Scott. C. (2012). Methods in Behavioral Research (11th ed). New York, NY:McHraw-Hill

When reporting data, it is important to analyze both measures of central tendency and measures of variability because each are equally important to accurately make conclusions. Central tendency provides the researcher with three scores that alone can be misleading, especially in the case of extreme values. Therefore, variability is calculated to explain how fluctuated the scores and inform the researcher of the major differences within the data set. The five traits of Psychology were analyzed with both types of descriptive statistics to inform the researcher of the most accurate depiction of the data.

|Data Sources: X( Observation | X( Student Interview | X( Teacher Interview | X( Parent Interview | ( Rating Scales | ( Normative Testing |

Unfortunately, the majority of outcome research looks only at so-called clinical outcomes i.e. measures of symptoms or behaviours (Fonagy and others, 2002). Even clinical outcomes are problematic as it is well recognised that different people report different levels of outcome (Cantwell and others, 1997; Offord and others, 1996). Whose ‘outcome’ do we believe — the young person’s, the parent’s or the teacher’s — given that each is likely to rate levels of symptom differently? Furthermore, outcome research based on evidence gives us information about groups — a higher proportion of this group will respond to intervention X than the proportion responding to intervention Y in that group. We may then know with some confidence that if trying

Missing values were replaced by the average of all the other items in that scale for that individual respondent. Analyses were conducted to determine if the mean scores for individual items were significantly different (less than or greater) from zero, the neutral response value—signifying either statistically significant disagreement or agreement with an item, respectively. Next, a factor analysis was performed to determine if similar items clustered together into subscales. Descriptive statistics (means and standard deviations) and one sample, two-tailed t-tests were calculated for each resulting subscale (Butler, 2010).

Muller, B. E., & Erford, B. T. (2012). Choosing Assessment Instruments for Depression Outcome Research With School-Age Youth. Journal of Counseling & Development, 90(2), 208-220. doi:10.1111/j.1556-6676.2012.00026.x

Grove, S. (2007, February 26). Grand Canyon University - Digital Resources. Retrieved March 23, 2015, from http://gcumedia.com/digital-resources/elsevier/2007/statistics-for-health-care-research_a-practical-workbook-custom_ebook_1e.php

Depression is a major predictor of a myriad of negative outcomes such as poor academic achievement, low self-esteem, decreased pro-social relationships, and higher risks of substance abuse (Healy, 2016). Additionally, these negative outcomes experienced by depressed teens may be even more apparent if the depression remains untreated. Findings mentioned earlier by Jones (2013) have also confirmed that this sensitive period in an individual’s life is particularly vulnerable to depressive symptoms that could lead to dire outcomes. These negative outcomes found by Jones (2013) concur with many of the same outcomes Healy mentioned. Moreover, research by Jaycox, Stein, and Paddock (2009) further delves into the impact of teen depression on these negative outcomes. Their study broadens knowledge on negative outcomes in teen depression by examining them over a long period of time. The data is compared to teens that are not depressed, but experience the same negative consequences. Results from the research concluded that the negative outcomes such as school achievement and poor relationships were significantly more severe in depressed teens. After stating the major consequences depressed adolescents experienced, their study further found that treating adolescents may not only have clinical symptom benefits, but also greatly

The questionnaire consisted of 32 items, with 28 focusing on the extraversion and conscientiousness measures.

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).

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The overall scores from the subscales were used. Leadership skills were measured with 68-item version of Socially Responsible Leadership Scale. The overall composite of all eight subscales (α = .93). Psychological well-being was measured with a 54-item Ryff Scales of Psychological Well-Being. The overall index was used and includes six subscales (α = .89). Intellectual engagement indicated with 18-item Need for Cognition Scale, which does not contain any subscales (α = .90). The Intercultural effectives was measured with 15-item Miville-Guzman Universality Scale. The overall score consisted of items from three subscales (α =

The Cronbach’s alpha of the sample responses came out to be as .784, which shows that our data is 78.4%. And the KMO test which is the sampling adequacy test came out to be as .691 which should be greater than .5, implies that factor analysis can be applied on this data.