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Discuss self-concept analysis
Discuss self-concept analysis
Discuss self-concept analysis
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I chose to review the Beck’s Youth Inventories for Children and Adolescents: Second Edition (BYI-II). I decided to review this inventory because I always read and heard great things in the Psychology field about this inventory. BYI-II was authored by Judith Beck, Aaron Beck, John Jolly, and Robert Steer. These authors collaborated to form an inventory for assessing children and adolescents’ experiences about depression, anxiety, disruptive behavior, anger, and self-concept. Children ages 7 to 18 are the targeted population. In 2001, the first BYI-II was published by Pearson. If any person is interested in administering the BYI-II, it will cost 315 dollars for the starter kit that includes the manual for interpreting scores. Professional and
supervised nonprofessionals may administer the BYI-II. There are five subtypes of the BYI-II. Each subtype is related to testing for anxiety, depression, anger, disruptive behavior, and self-concept. Although, the authors highly recommend that the inventory be administered in order, instead of administering each subtype individually. The authors who reviewed the inventory suggest that it takes about 30 to 60 minutes to administer the inventory.
The Millon Adolescent Clinical Inventory (MACI) replaced the Millon Adolescent Personality Inventory (MAPI), which had two versions. One version of the MAPI was for clinicians to use on teenagers who were already receiving treatment for emotional or behavioral disorders, and the other version was for school counselors to use in determining which students would benefit from being assessed further (Kaufman & Kaufman, 2008). Then, the MACI was created and combined both versions of the MAPI into one test, in addition to including other behaviors that were not previously assessed on the original MAPI (Kaufman & Kaufman, 2008). The MACI is also considered a viable alternative to the MMPI-A, or the Minnesota Multiphasic Personality Inventory for Adolescents;
Cody was observed on September 14th, 2016.Cody, his mother, his brother, as well as the B.A.T clinical team were present to conduct a descriptive functional assessment, which consisted of direct observation of behavior and an Antecedent-Behavior-Consequence (ABC) narrative recording in the family home.
The Adolescent Pathology Scale (APS) was first administered in 1998 (Reynolds, 1998). The APS ambitiously measures 40 dimensions of adolescent psychopathology. (Konold, 2001). 25 of these dimensions are a reflection from the DSM-IV. The APS scales includes: 20 scales of clinical disorders, 5 scales of personality disorders, 11 scales of psychosocial problems, and 4 scales of response style indicators. There are also three additional factors (Internalizing, Externalizing, and Personality) that can be obtained by the combination of various scales (Konold, 2001). The author states that the APS is not intended to provide for a formal diagnosis of various disorders (Piersel, 2001). In addition, the APS-short form assesses the frequency of symptoms
Beck, A. T., Steer, R. A., & Brown, G. (1996). Beck Depression Inventory-II. Retrieved August 18, 2011from EBSCOhost.
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 behavior, and self esteem (Beck, 2001).
The Million Adolescent Clinical Inventory (MACI; Millon, 1993), designed by Theodore Millon, is a 160- item self- report assessment used “primarily in the evaluation of troubled adolescents, and may be used for diagnostic assistance, in formulating treatment plans, and as an outcome measure” (Millon, T. 1993, 2006) in clinical settings. The MACI is a personality inventory with a primary focus on adolescents ages 13-19 and can be used in a variety of settings with a wide range of psychological symptoms and characteristics.
Teenage Depression. Everywhere you look these two words appear together as one, in newspapers and magazines, as well as in scholarly reports. Teenage depression is one of today's "hot topics" this among other teenage mental health problems, has been brought to the forefront of public consciousness in recent years after several incidents involving school shootings (CQ 595). The environment that teens grow up in today is less supportive and more demanding than it was twenty years ago. Not only are the numbers of depressed teens rising, but children are also being diagnosed at younger and younger ages. Studies have found that, "There is an estimated 1.5-3 million American children and adolescents who suffer from depression, a condition unrecognized in children until about 20 years ago" (CQR 595). This increase in depression is due to social factors that teenagers have to deal with everyday. A recent study found that, "About five percent of teenagers have major depression at any one time. Depression can be very impairing, not only for the affected teen, but also for his or her family-and too often, if not addressed, depression can lead to substance abuse or more tragic events" (NAMI.org). Gender roles and other societal factors including the pressures on girls to look and act a certain way, the pressures on boys to suppress their emotions and put on a tough front and the pressures on both sexes to do well in school and succeed, all contribute to depression in teens today. Depression is a growing problem which crosses gender lines and one that needs to be dealt with with more than just medication.
Teens would most likely roll their eyes at being compared to toddlers. However, besides their size and age, there is really not much of a difference between terrible toddlers and hormonal high schoolers. Not a believer? Watch the metamorphosis of a fifteen year old go from Dr. Jekyll to Mr. Hyde in about five seconds flat when his parent confiscates his phone. The yelling, crying, and/or stomping to his room and the slamming of his bedroom door that follows is a pretty Emmy-worthy performance. This is first-hand evidence of the likeness between teens and toddlers. Still not sure? Go take a favorite toy from a two year old! Although one may not typically associate toddlers with teenagers, they are similar in many ways.
March, J. S., (1997). Multidimensional Anxiety Scale for Children: Technical manual. North Tonawanda, NY: Multi Health Systems, Inc.
[5]. House, Ellen. "Book Review." Journal of the American Academy of Child and Adolescent Psychiatry 50.9 (2011). MD Consult. Web. .
The names used in this Adolescent Observation Report are fictitious. This is absolutely necessary to protect the privacy of the adolescent being observed.
Adolescent despondency affects the way an individual sleeps, eats, the way they feel about themselves and those around them (“Side Effects of Untreated Depression”). This particular mental disease changes the outlook on a teenager’s view on themselves, loved ones, and their surroundings. Depression can be a responsive action to certain situations, such as emotional trauma, and stress. It can have devastating, and in some cases, life threatening, effects on younger members of society. Due to the fact that normal, unaffected teenagers naturally have fluctuating moods, it is much more difficult to diagnose depression at this age.
and Depressive Symptoms in Clinic-Referred Children and Adolescents: Developmental Differences and Model Specificity. Journal of Abnormal Psychology, 110(1), pp. 97-109.
Emotional and behavioral disorders manifest from various sources. For some children, the core of these disorders is rooted in such factors as “family adversity...poverty, caregiving instability, maternal depression, family stress…marital discord…dysfunctional parenting patterns…abuse and neglect” (Fox, Dunlap & Cushing, 2002, p. 150). These factors are stressors that affect children both emotionally and behaviorally. Students have their educational performance and academic success impeded by such stressors once in school, which creates even more stress as they find themselves frustrated and failing. As a result, problem behaviors may manifest that can be described as disruptive, impulsive, pre-occupied, resistant to change, aggressive, intimidating, or dishonest. Such behaviors may also inflict self-harm.
Additional research and study of adolescent stress will be conducted in the future to develop an effective stress management program for teens and parents. Journaling and expressive art therapy methods will also be researched and developed into a program. These classes and programs will be offered to interested students to attend during the advisory extension class period as well as the after school program. Completion of a professional school counselor degree and licensing will also continue to be considered as a future professional psychology