THE REYNOLDS' CHILDREN DEPRESSION SCALE was used to assess Ay’Yahri’s current level of depressive symptoms. The RCDS provides an assessment of the depth and severity of depressive symptoms. The RCDS clinical cutoff scores are established at 77/78. Ay’Yahri completed The Reynolds’ Children Depression Survey. She had a total raw score of 46, which places her with a percentile rank of 21 for girls her age. Scores of 78 and greater suggest clinical depression in children. Item analysis of Ay’Yahri's responses on this test indicates that she worries all the time. Ay’Yahri currently denies any thoughts of wanting to hurt herself. She denies any current thoughts of wanting to run away. Ay’Yahri shares that she sometimes feels important. She sometimes …show more content…
Ay’Yahri completed The Conner’s Continuous Performance Test 3rd Edition (CPT-3). Relative to the normative sample, Ay’Yahri was less able to differentiate targets from non-targets. She made more omission errors. She made more perseverative errors. Ay’Yahri responded more slowly and displayed less consistency in response speed. She displayed more of a reduction in response speed at longer enter-stimulus intervals. Overall, Ay’Yahri had a total of six atypical T-scores. This is associated with a very high likelihood of having a disorder characterized by attention deficits, such as Attention Deficit Hyperactivity Disorder. Ay’Yahri's profile of scores and response patterns indicate that she may have issues related to Inattentiveness (Strong Indication), Sustained Attention (Some Indication), and Vigilance (Some Indication). THE CLINICAL ASSESSMENT OF BEHAVIOR represents the best estimate of the examinee's overall level of adjustment. The CAB scales and clusters use a T-score reporting system with a mean set at 50 and a standard deviation set at
Although teenage depression cannot always be prevented, it is up to the health care providers to take simple steps by making a difference. While it may be difficult to distinguish between clinical depression and normal adolescent development, a notable indicator is whether symptoms are all-encompassing or situational. Is there a change in the patient’s behavior and mannerisms? Is there a history of familial depression? Has the depressed episode lasted for weeks? The questions are endless, as is the important need for clinicians to ask them. Adolescent depression does not have to be a lifelong battle, and it certainly does not have to end in suicide.
The Beck Depression Inventory-II (BDI-II) is the latest version of one of the most extensively used assessments of depression that utilizes a self-report method to measure depression severity in individuals aged thirteen and older (Beck, Steer & Brown, 1996). The BDI-II proves to be an effective measure of depression as evidenced by its prevalent use in both clinical and counseling settings, as well as its use in studies of psychotherapy and antidepressant treatment (Beck, Steer & Brown, 1996). Even though the BDI-II is meant to be administered individually, the test administration time is only 5 to 10 minutes and Beck, Steer & Brown (1996) remark that the interpretive guidelines presented in the test manual are straightforward, making the 21 item Likert-type measure an enticing option to measure depression in appropriate educational settings. However it is important to remember that even though the BDI-II may be easy to administer and interpret, doing so should be left to highly trained individuals who plan to use the results in correlation with other assessments and client specific data when diagnosing a client with depression. An additional consideration is the response bias that can occur in any self-report instrument; Beck, Steer & Brown (1996, pg. 1) posit that clinicians are often “faced with clients who alter their presentation to forward a personal agenda that may not be shared.” This serves as an additional reminder that self-report assessments should not be the only assessment used in the diagnoses process.
Zung, W. W. K., (1965). A self-rating depression scale. Arch. Gen. Psychiatry. 12:63-70.[Duke Univ. Med. Ctr., Dept. Psychiatry, Durham, NC]
This lot includes the collection of Nurnberg prison guard Domenick A. Peronti, a fifth grade technician of the 391st anti-aircraft battalion. Peronti's position as a guard in Nurnberg allowed him to attain the signatures of many of its prisoners as well as some of their personal items.
Due to a continuingly rising prevalence of depression in children (Hidaka, 2012), it is becoming increasingly more important to develop and adapt current psychotherapeutic interventions for use in the treatment of children. Using the case of Max, an 8 year old boy with displaying behavioural changes including social withdrawal, irritableness, lack of appetite and other symptoms of depression. He has received a diagnosis of depression and drawing from the information provided in the case study, this piece of work will apply two different psychotherapeutic interventions, play therapy and a modified
Thapar, A., Collishaw, S., Potter, R., & Thapar, A. K. (2010). Managing and preventing depression in adolescents. BMJ, 340.
...f Attention Deficit Disorder.” The New York Times. The New York Times Company. 14 Dec. 2013. Web. 5 March 2014.
Depression in school-age children may be one of the most overlooked and under treated psychological disorders of childhood, presenting a serious mental health problem. Depression in children has become an important issue in research due to its many emotional forms, and its relationship to self-destructive behaviors. Depressive disorders are of particular importance to school psychologists, who are often placed in the best position to identify, refer, and treat depressed children. Procedures need to be developed to identify depression in students to avoid allowing those children struggling with depression to go undetected. Depression is one of the most treatable forms of disorders, with an 80-90% chance of improvement if individuals receive treatment (Dubuque, 1998). On the other hand, if untreated, serious cases of depression in childhood can be severe, long, and interfere with all aspects of development, relationships, school progress, and family life (Janzen, & Saklofske, 1991).
Adolescence is a time of emotional turmoil, mood lability, gloomy introspection, great drama and heightened sensitivity. It is a time of rebellion and behavioral experimentation. The physician's challenge is to identify depressive symptomatology which may be superimposed on the backdrop of a more transient, but expected, developmental storm.
Klein, Daniel N., et. el (2004) Cognitive-Behavioral Analysis System of Psychotherapy as a Maintenance treatment for Chronic Depression. Journal of Consulting and Clinical Psychology, v.72, i4, pg. 681(8)
Midwest Behavioral Health Network. (2009, September). Guidelines to use of Axis V: Global Assessment Functioning Scale. South Bend, IN, United States of America.
Childhood depression has only been recognized as a real clinical problem for about twenty-two years. Before that time, children that exhibited signs that are now recognized as depression were thought to be behavioral problems that the child would grow out of. Psychiatrists believed that children were too emotionally and cognitively immature to suffer from true depression. Childhood was thought to be a carefree, happy time, void of worry and concerns and therefore it was thought that their problems were not serious enough to merit depression. Traumas such as divorce, incest and abuse were not clearly understood how they could effect children in the long range. Childhood depression differs in many aspects from adult depression and widely went unrecognized academic performance, withdrawal and rejection of friends and favorite activities. Some exhibit hyperactivity, while others complain of fatigue and illness often. Many times these symptoms are thought to ‘be just a phase’ in their children, and overlooked as signs of depression.
In this article, the authors discuss how the misuse of norm-referenced tests can impact the assessment and treatment of a client. Norm-referenced tests provide a comparison between the skills and behaviors assessed of a client to the relevant norms of a similar age group. According to the article, a clinician must ensure to properly use a norm-referenced test in order to provide evidence as to whether a client may need more assessments or whether a certain treatment approach is more beneficial to the client. However, the misuse of a norm-referenced test may also negatively impact the client’s diagnosis and treatment approach. In this article, the authors describe four common errors that arise when misusing a norm-referenced test.
twenty-four, experience a serious level of depression. Women are generally the most commonly affected among young people. A depressed teen is more likely to get into various forms of trouble such as rebellion, truancy...
Both adults and children have bad days. Some days are worse than others. Sometimes the bad days seem to never end. They can last for weeks, months, or even years. When this happens, it is known as depression. Depression is a psychological illness that changes the way that you think and feel while also affecting your sense of physical health and social interactions. According to the Center for Disease Control and Prevention (CDC), 1 in 10 adults reported having depression. That may seem troubling, but the most troubling statistic is that about 11 percent of adolescents have a depressive disorder by age 18 according to the National Comorbidity Survey-Adolescent Supplement (NCS-A). As the child gets older, their risk of becoming depressed also