Yann Le Corff

Symptomatology and psychosocial adaptation in adolescents with depressive disorder and comorbid disruptive behaviour disorder

Conclusions : Les adolescents des deux groupes profiteraient d’interventions similaires relativement aux troubles de comportement perturbateurs et de certaines difficultés associées, soit la consommation de substances psychoactives, la fréquentation de pairs déviants et le fonctionnement scolaire problématique. Une attention particuli re doit tre portée aux adolescents ayant un trouble dépressif surajouté, vu la symptomatologie oppositionnelle plus marquée et l’estime de soi plus faible.OBJECTIVE To describe symptomatology and specific psychological, social, and academic adaptation in adolescents with depressive disorder and comorbid disruptive behaviour disorder, as well as their family situation. METHOD Using binomial logistic regressions, this study compares adolescents with depressive disorder and comorbid disruptive behaviour disorder (n=25) with adolescents with the same behaviour problems but no comorbid depressive disorder (n=99). Sex-specific interaction impacts are examined. RESULTS While both groups have several similar characteristics, youth with a dual diagnosis have more oppositional symptoms and poorer self-esteem. Analyses show no interaction impact from sex variable. CONCLUSIONS Adolescents in both groups would benefit from similar interventions regarding disruptive behaviour disorders and some related problems, such as using psychoactive drugs, socializing with delinquent peers, and difficulty functioning in school. Adolescents with a comorbid depressive disorder need special attention, given the more significant oppositional symptomatology and the poorer self-esteem.

Equivalence of unproctored internet testing and proctored paper-and-pencil testing of the Big Five

The use of unproctored Internet‐based testing (IBT) for personality assessment is increasingly popular, especially in personnel selection. Previous studies on its equivalence to traditional proctored paper‐and‐pencil testing (PPT) have used between‐subjects designs, which makes it difficult to separate intergroup effects from format effects, and have shown mixed results. The aim of the present study was to assess the quantitative, qualitative, and auxiliary equivalence of unproctored IBT and proctored PPT of personality, using a within‐sample design. Undergraduate students (n = 407) completed both an Internet and a paper‐and‐pencil version of a measure of the Big Five, with a 1 to 3 week interval. The proctored paper‐and‐pencil assessment was completed in class and the unproctored Internet assessment was completed at the time and place chosen by the participants. Results showed effect sizes for mean differences to vary from null to small. Skewness and kurtosis indices, reliability coefficients, intercorrelations magnitudes, as well as factor solutions, were highly similar across formats. Respondents did not prefer IBT over PPT on a series of statement about their perceptions and reactions to IBT. In conclusion, results suggest that IBT and PPT of the Big Five personality traits are equivalent, and that the data obtained are comparable across formats.