Depression in Children and Adolescents: Phenomenology, Evaluation and Treatment

Reynolds, William M.

doi:10.1080/02796015.1984.12085092

Cited by 54 publications

(7 citation statements)

References 58 publications

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“…Advances have also been made in the development of measures for the assessment of depression in children and adolescents. These include self-report, reports by significant others (e.g., parents, peers), and clinical interview assessment methodologies (for reviews of these techniques, see Kazdin & Petti, 1982; Petti, in press; Reynolds, 1984, 1985a). Of particular relevance to this article are the findings by the author and his colleagues (Bartell & Reynolds, 1986; Reynolds, 1983; Reynolds & Coats, 1982; Reynolds & Miller, 1985; Reynolds, Stark, Schlessinger, Wysopal, & Schneider, 1984) that these assessment devices can be used efficaciously for the screening and identification of children and adolescents in school settings who are manifesting clinical levels of depression.…”

Section: Current Perspectivementioning

confidence: 99%

A model for the screening and identification of depressed children and adolescents in school settings.

Reynolds¹

1986

Professional School Psychology

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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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Section: Current Perspectivementioning

confidence: 99%

A model for the screening and identification of depressed children and adolescents in school settings.

Reynolds¹

1986

Professional School Psychology

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“…Research on depression in adolescents is beginning to emerge, although for the most part it has focused on diagnostic and phenomenological characteristics and on biological and biochemical sequelae and correlates (Reynolds, 1984(Reynolds, , 1985aStrober, 1983). To date, there are few treatment studies for the amelioration of depression in this population.…”

mentioning

confidence: 99%

A comparison of cognitive-behavioral therapy and relaxation training for the treatment of depression in adolescents.

Reynolds,

Coats

1986

Journal of Consulting and Clinical Psychology

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345

191

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This investigation examined the efficacy of cognitive-behavioral therapy and relaxation training for the treatment of depression in adolescents. Thirty moderately depressed adolescents were randomly assigned to either cognitive-behavioral treatment, relaxation training, or a wait-list control condition. Treatment subjects met in small groups for ten 50-min sessions over 5 weeks in a high school setting. Outcome measures included self-report and clinical interviews for depression as well as measures of self-esteem and anxiety. The cognitive-behavioral and relaxation training groups were superior to the wait-list control group in the reduction of depressive symptoms at both posttest and 5-week follow-up assessments. There was no significant difference between active treatments in their effectiveness for reducing adolescents' depression. Subjects in the cognitive-behavioral and relaxation training conditions went from moderate levels of depression at pretest to nondepressed levels at posttest, and they maintained these levels at follow-up. Improvements in anxiety and academic self-concept were also demonstrated by the active treatments. The findings demonstrate that these short-term group-administered therapies are effective in significantly decreasing depression in adolescents.The writing of this article was facilitated by Wisconsin Alumni Research Foundation Grant 135-1503 to William M. Reynolds. The authors wish to thank Barbara Coats and Les Hynum for their assistance in this study and Karen Kraemer for typing the manuscript. The authors also thank Kevin D. Stark and Thomas R. Kratochwill for their constructive comments on an earlier draft. Authorship of this article was equal. Copies of the treatment manuals are available at cost from William M. Reynolds.

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“…O'Neil, Abedi, Miyoshi, and Mastergeorge ( 2005) used an adaptation of the State Thinking Questionnaire (O'Neil, Sugrue, Abedi, Baker, & Golan, 1997) to measure motivation using a monetary incentive as a way to increase student effort and performance. Roderick and Engel (2001) used the Reynolds Adolescent Depression Scale (Reynolds, 1984) to cross check interview data of students' descriptions of their motivation.…”

Section: Techniques Used To Measure Motivationmentioning

confidence: 99%

Modeling Student Motivation and Students’ Ability Estimates From a Large-Scale Assessment of Mathematics

et al. 2011

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When large-scale assessments (LSA) do not hold personal stakes for students, students may not put forth their best effort. Low-effort examinee behaviors (e.g., guessing, omitting items) result in an underestimate of examinee abilities, which is a concern when using results of LSA to inform educational policy and planning. The purpose of this study was to explore the relationship between examinee motivation as defined by expectancy-value theory, student effort, and examinee mathematics abilities. A principal components analysis was used to examine the data from Grade 9 students ( n = 43,562) who responded to a self-report questionnaire on their attitudes and practices related to mathematics. The results suggested a two-component model where the components were interpreted as task-values in mathematics and student effort. Next, a hierarchical linear model was implemented to examine the relationship between examinee component scores and their estimated ability on a LSA. The results of this study provide evidence that motivation, as defined by the expectancy-value theory and student effort, partially explains student ability estimates and may have implications in the information that get transferred to testing organizations, school boards, and teachers while assessing students’ Grade 9 mathematics learning.

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Depression in Children and Adolescents: Phenomenology, Evaluation and Treatment

Cited by 54 publications

References 58 publications

A model for the screening and identification of depressed children and adolescents in school settings.

A model for the screening and identification of depressed children and adolescents in school settings.

A comparison of cognitive-behavioral therapy and relaxation training for the treatment of depression in adolescents.

Modeling Student Motivation and Students’ Ability Estimates From a Large-Scale Assessment of Mathematics

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