Since the Denver Developmental Screening Test was first published 23 years ago, it has been utilized worldwide and restandardized in more than a dozen countries. Concerns raised through the years by test users about specific items and features of the Denver Developmental Screening Test, coupled with a need for more current norms, have prompted a major revision and restandardization of the test. For the revision, 336 potential items were administered to more than 2000 children. The average number of times each item was administered was 540. Using regression analysis, composite norms for the total sample and norms for subgroups (based on gender, ethnicity, maternal education, and place of residence), were used to determine new age norms. The final selection of the 125 Denver II items was based on the following criteria: ease of administration and scoring, item appeal to child and examiner, item test-retest and inter-rater reliability, minimal "refusal" scores, minimal "no opportunity" scores, minimal subgroup differences, and a smooth step-like progression of ages at which 90% of children could perform the tasks. The major differences between the Denver II and the Denver Developmental Screening Test are: 1) an 86% increase in language items; 2) two articulation items; 3) a new age scale; 4) a new category of item interpretation to identify milder delays; 6) a behavior rating scale; and 7) new training materials.
In this article I summarize some supervision and systems factors that may produce stress for the professional psychology trainee in a part-time field placement outside the training institution. Stress in the supervisor-supervisee relationship can arise from differences between the supervisor and supervisee in theoretical orientation, style of supervision and learning, and perception of the basis of their relationship, and from personality differences. Training institutions and service agencies have different goals and roles that can place the supervisor and the supervisee in conflict. The stress can be reduced as the supervisor, who is a field placement agency employee, acts in accordance with training institution goals and as the trainee can act as a junior staff member of the field placement agency. Suggestions for the trainee are given.
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