Frances F. Worchel

Evaluation of subclinical depression in children using self-, peer-, and teacher-report measures

This study reports on several classification issues utilizing the Childrens Depression Inventory (CDI), the Child Behavior Checklist-Teacher Form (CBCL-T), and the Peer Nomination Inventory of Depression (PNID). The first sample contained 752 public school children in grades 5, 6, and 9. A second sample of 142 fifth-graders was included to have an additional PNID comparison group. Results revealed moderate correlations between the CDI and the CBCL-T and PNID. Use of multiple criteria for selecting children as depressed was discussed, and selection rates using multiple measures with either strict or lenient cutoff scores were given. Normative data on the PNID were evaluated, and it was suggested that norms for the PNID may not be generalizable to other samples. Finally, race and gender analyses showed that CDI scores for females were significantly higher than for males, whereas CDI scores for Hispanics were significantly higher than for non-Hispanic whites. However, Omega-squared analyses for these two variables showed this to be of little practical significance.

New perspectives on child and adolescent depression

Abstract The Childrens Depression Index (CDI) was administered to a group of 304 regular school students in Grades 3–12. It was found that 21% of the students reported mild to moderate levels and 7% reported severe levels of depression. Females reported more overall depression than did males. Specific CDI items selected more frequently by females than by males supports previous work suggesting that females tend to internalize difficulties whereas males are more likely to externalize problems. There were no age differences associated with overall depression; however, there were some developmental differences in specific items cited. Finally, “red flags” were identified that may be helpful in spotting children suffering from severe levels of depression.

Validity Studies the Children'S Depression Inventory: A Comparison of Generalizability and Classical Test Theory Analyses

Issues surrounding accurate assessment of depression in children have received much attention. However, the stability of scores from depression measures has generally been estimated using only classical test score theory, rather than the more powerful generalizability theory. This study investigated the dependability of scores from the Childrens Depression Inventory using both generalizability and classical test score analyses. Results suggest that the sources of error variance interact to decrease the dependability of CDI scores. Several sample measurement protocols were also investigated. Results indicate that depression in children might be better assessed using planned, multiple testing sessions.

The effects of video feedback in the context of Milan Systemic Therapy

The authors compared the effectiveness of video feedback to verbal feedback within the context of Milan Systemic family therapy. Ten families were randomly assigned to either the video- or verbal-feedback condition, resulting in 16 participants in each condition. Families engaged in 5 weeks of family therapy, which included either verbal or video feedback on a family interaction task. Changes from pretreatment to posttreatment were analyzed for several problem-related and family variables. Results indicated significant pretreatment-posttreatment (controlling for family) interactions for responsibility for the problem and family adaptability. Support was found for the therapeutic effects of video feedback within Milan Systemic therapy.

Assessment of Childhood Depression: Sampling Multiple Data Sources with One Instrument

The low correspondence among reporting sources in the measurement of childhood depression is well documented. However, no effort has been made to quantify the effects of using different measures with different sources. In this research the administration of the Peer Nomination Inventory of Depression (PNID) was modified to obtain three scores: (1) each childs rating of depression as given by his/her peers; (2) each childs self-rating of depression and (3) the number of times children assigned ratings of depression to others. The Childrens Depression Inventory (CDI) was administered for comparative purposes. Results suggest that differences in test items and formats can explain some, but not all, of the low correlations among reporting sources. Gender differences in the three modified PNID scores also were investigated.