An Integrative Review of Adolescent Depression Screening Instruments: Applicability for Use by School Nurses

Carnevale, Teresa

doi:10.1111/j.1744-6171.2010.00256.x

Cited by 23 publications

(19 citation statements)

References 31 publications

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“…Early detection of anxious and depressed children and adolescents can be achieved by proactive screening in a non-clinical setting such as the school environment via self-report screening questionnaires [9,10]. To be feasible in a school environment, these questionnaires should be affordable and as short as possible [9], especially when these need to be included in a screening battery. And importantly, they should demonstrate good psychometric properties for screening in a general population.…”

Section: Introductionmentioning

confidence: 99%

Psychometric evaluation of two short versions of the Revised Child Anxiety and Depression Scale

et al. 2020

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Background: Anxiety and depression are common in children and adolescents, which can be detected via selfreport questionnaires in non-clinical settings like the school environment. Two short versions of the Revised Child Anxiety and Depression Scale (i.e., RCADS-25 and RCADS-20) seem to be feasible for administering at schools. The present study evaluated the psychometric properties of the RCADS-25 and RCADS-20 used as screening instruments for anxiety and depression in a general population of schoolchildren and adolescents. Methods: The RCADS-25 was completed by 69,487 schoolchildren and adolescents aged 8 to 18. The RCADS-25 and RCADS-20 broad anxiety scales are equal (15 items), but there are two versions of the major depressive disorder (MDD) scale: the RCADS-25 MDD scale (10 items) and the RCADS-20 MDD scale (5 items). The three scales were assessed on structural validity, internal consistency, test-retest reliability, criterion validity, and hypotheses for construct validity. Results: The RCADS-25/RCADS-20 broad anxiety scale demonstrated a sufficient structural validity (CFI = 0.98, TLI = 0.99, RMSEA = 0.03, SRMR = 0.03), internal consistency (alpha = 0.82), test-retest reliability (ICC = 0.73), criterion validity (AUC = 0.79), and all four hypotheses concerning construct validity were confirmed. The RCADS-25 MDD scale demonstrated a sufficient test-retest reliability (ICC = 0.70) and three out of four hypotheses concerning construct validity were confirmed, but its structural validity was suspect (CFI = 0.89, TLI = 0.94, RMSEA = 0.09, SRMR = 0.06). The RCADS-20 MDD scale demonstrated a sufficient structural validity (CFI = 0.97, TLI = 0.97, RMSEA = 0.08, SRMR = 0.04) and internal consistency (alpha = 0.72). Two out of four hypotheses concerning construct validity were confirmed. The test-retest reliability (ICC = 0.60) was insufficient. Since both MDD scales showed shortcomings, the shortening of the RCADS-25 MDD scale was reexamined post hoc by principal component and reliability analyses. The result was an MDD scale with seven items. Conclusions: The RCADS-25/RCADS-20 broad anxiety scale is valid and reliable for screening schoolchildren and adolescents, but the RCADS-25 and RCADS-20 MDD scales showed shortcomings. An MDD scale of seven items showed acceptable psychometric properties.

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Section: Introductionmentioning

confidence: 99%

Psychometric evaluation of two short versions of the Revised Child Anxiety and Depression Scale

et al. 2020

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“…Several issues must be considered in screening for depression in the school system (Carnevale, 2011):…”

Section: The Role Of the School Nurse: Screening For Depressionmentioning

confidence: 99%

“…• Collaboration with community mental health agencies and school administrators is needed to ensure that the school system is aware of available mental health resources for its students and that the referral process is well coordinated with the parents or guardians (Carnevale, 2011).…”

Section: The Role Of the School Nurse: Screening For Depressionmentioning

confidence: 99%

Addressing Diabetes and Depression in the School Setting

Owens-Gary

Allweiss

2012

NASN School Nurse

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What Can School Nurses Do to Address Diabetes and Depression in the School Setting? 1. Remember that depression and diabetes are common comorbidities. If you see signs of depression, remember to obtain the appropriate consent and approvals for students under the age of 18 before screening. 2. Remember that depression can interfere with self-management skills and may make diabetes worse--so connect students to community resources to help them reduce the risk of complications. 3. Remember that depression and risk-taking behaviors are common in adolescents with diabetes. Have educational materials ready and available to help students in need.

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“…A systematic review has showed that neurostimulatory and ablative treatment options are important in cognitive impairments in pathological processes in depressive disorder (3). Clinical investigations have found that depressive disorder can aggravate the pathological symptoms associated with cardiovascular and cerebrovascular diseases, and can cause increased disability and distress (4). Although the use of antidepressants for the treatment of depression, in addition to mindfulness-based therapies, technology-assisted self-help and minimal contact therapies, have been described in systematic reviews and meta-analysis (5,6), the potential mechanisms of the pathological processes in depressive disorder have also been investigated and discussed (7,8).…”

Section: Introductionmentioning

confidence: 99%

Resveratrol ameliorates depressive disorder through the NETRIN1-mediated extracellularï¿½signal-regulated kinase/cAMP signal transduction pathway

Wang

et al. 2018

Mol Med Report

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Depressive disorder is a mental health disorder caused by the dysfunction of nerve regeneration, neuroendocrine and neurobiochemistry, which frequently results in cognitive impairments and disorder. Evidence has shown that resveratrol offers benefits for the treatment of depressive disorder. In the present study, the therapeutic effects of resveratrol were investigated and the potential mechanisms mediated by resveratrol were analyzed in hippocampal neuron cells. The anti‑oxidative stress and anti‑inflammatory properties of resveratrol were also examined in vitro and in vivo. The results revealed that resveratrol administration inhibited the inflammation in hippocampal neuron cells induced by ouabain. Oxidative stress in the hippocampal neuron cells was ameliorated by resveratrol treatment in vitro and in vivo. In addition, the apoptosis of hippocampal neuron cells was inhibited by the upregulation of anti‑apoptotic genes, including P53, B‑cell lymphoma‑2 (Bcl‑2) and Bcl‑2‑associated death promoter, and the downregulation of the cleaved caspase‑3 and caspase‑9. The analysis of the mechanism revealed that that resveratrol treatment suppressed the apoptosis of hippocampal neuron cells through the NETRIN1‑mediated extracellular signal‑regulated kinase/cAMP signal transduction pathway. The results of the in vivo assay showed that resveratrol treatment led to improvements in cognitive competence, learning memory ability and anxiety in a mouse model of depressive disorder induced by ouabain. In conclusion, these results indicated that resveratrol treatment had protective effects against oxidative stress and neuroinflammatory pathogenesis through the NETRIN1‑mediated extracellular signal‑regulated kinase/cAMP signal transduction pathway, suggesting that resveratrol treatment may be a potential antidepressant agent for the treatment of depressive disorder.

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An Integrative Review of Adolescent Depression Screening Instruments: Applicability for Use by School Nurses

Cited by 23 publications

References 31 publications

Psychometric evaluation of two short versions of the Revised Child Anxiety and Depression Scale

Psychometric evaluation of two short versions of the Revised Child Anxiety and Depression Scale

Addressing Diabetes and Depression in the School Setting

Resveratrol ameliorates depressive disorder through the NETRIN1-mediated extracellularï¿½signal-regulated kinase/cAMP signal transduction pathway

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