The Reynolds Adolescent Depression Scale (RADS) was first published in 1987 and since then has become one of the most used self‐report measures of depression in adolescents. In 2002, the second edition of the RADS was published (RADS‐2; Reynolds, 2002), which included the development of four empirically derived subscales that reliably evaluate meaningful components of depression in adolescents; extension of the age range to include 11‐ to 20‐year‐olds; a new standardization sample of 3,300 adolescents; standard scores ( T scores) to assist in interpretation and comparisons across subscales; a new empirically derived clinical cutoff score; a quick scoring carbonless test protocol; and an expanded test manual with extensive psychometric information and interpretive procedures.

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A self-report, paper-and-pencil version of the Hamilton Depression Rating Scale (HDRS; M. Hamilton, 1960) was developed. This measure, the Hamilton Depression Inventory (HDI; W. M. Reynolds & K. A. Kobak, 1995) consists of a 23-item full form, a 17-item form, and a 9-item short form. The 17-item HDI form corresponds in content and scoring to the standard 17-item HDRS. With a sample of psychiatric outpatients with major depression (n = 140), anxiety disorders (n = 99), and nonreferred community adults (n = 118), the HDI forms demonstrated high levels of reliability (r a = .91 to .94, r tt = .95 to .96). Extensive validity evidence was presented, including content, criterionrelated, construct, and clinical efficacy of the HDI cutoff score. Overall, the data support the reliability and validity of the HDI as a self-report measure of severity of depression. Depression is one of the most prevalent mental health problems in the United States (Kessler et al., 1994; Regier et al., 1988), with 1-month prevalence rates ranging from 2% to 3% for major depression and over 6% for any form of affective disorder (Regier et al., 1993). The fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV; American Psychiatric Association, 1994) reports a point-prevalence rate for major depression of between 5% and 9% for women and between 2% and 3% for men. For decades, mental health professionals have relied on semistructured clinical interviews and self-report measures for the

This article describes a procedure designed to screen and identify children and adolescents in school settings who manifest clinically relevant levels of depression. The multiple-stage procedure is designed to avoid identifying children and adolescents as clinically depressed when in fact their depression is of a transient and episodic nature. It also utilizes a multimethod assessment approach, thus dealing with the issue of method variance and increasing the validity of the identification procedure. The screening and identification procedure consists of three stages. The first stage involves school or grade-wide evaluation of students using selfreport measures of depression. The second stage consists of the reassessment of all students who have scored above a predetermined cutoff score on the first testing. Students who score above the cutoff on the second screening are administered an individual clinical interview for depression as the main component of the third stage. The application of this procedure in school settings is described, and suggestions of specific assessment measures of depression in children and adolescents are provided.Requests for reprints should be sent to William M. Reynolds, Western Psychological Services,

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The present investigation examined measures for the assessment of depressive symptomatology in children, as well as two related constructs (self-esteem and anxiety). The sample consisted of 166 elementary school children from grades 3 through 6. Two self-report depression measures, the Children's Depression Inventory (Kovacs, 1979) and the Child Depression Scale (Reynolds, in press), as well as anxiety and self-esteem scales, were completed by the children. Parents (mothers and fathers) evaluated their children on the depression and anxiety scales from the Personality Inventory for Children (Wirt, Lachar, Klinedinst, & Seat, 1977), and teachers provided global ratings of depression and academic performance. The results support the reliability and validity of both self-report children depression measures. Data obtained on the parent report measure do not recommend its use at this time for assessing depression in children, while results on teachers' global ratings of depression provide some evidence that teachers may be a good source of information regarding depression in children.

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