Assessing Depressive Symptoms in Adolescent Boys: Pre- Versus Postpubescent, Delinquent Versus Nondelinquent

The purpose of this study was to compare depressive symptoms reported by boys who were either pre- or postpubescent and who were legally designated delinquent or had no legal histories. A self-report puberty scale and a semi-structured interview (the Child Assessment Schedule-CAS) were administered to 48 boys. Results were analyzed using analysis of variance (ANOVA). Significance levels between groups were examined with Duncan\u27s range test. No significant differences were found between pre- and postpubescent boys for reporting depressive symptoms, but delinquent youths were found to report significantly more depressive symptoms than nondelinquent youths. The implications of these results are discussed in relation to the measures used and recommendations for future research

Critical issues in the assessment of attention deficit disorders in children

A great deal of research has been directed toward understanding the general principles that govern attention. More specifically, research has sought to define the multidimensional nature of attention, the neuroanatomical system responsible for attention, and the ways in which attention can be operationally defined and measured. In addition to these investigations on attention in general, there is a large body of literature examining attention in children and in particular children who have deficits in this area. The purpose of this article is to summarize the extant literature on attention deficit disorders both with and without hyperactivity, the current diagnostic criteria, its prevalence, developmental course, and proposed etiologies. With that as a background, a conceptual framework for designing a comprehensive assessment battery is presented with specific attention to the relationship between attentional deficits and language disorders in both etiology and assessment

The Combination of Imaginative Teaching Methods and Multimedia Learning in Early Childhood Education during COVID Pandemic: Social-Emotional and Language Development

Purpose – This study aimed to identify whether there is an increase in social-emotional and language aspects’ enhancement through the combination of imaginative teaching methods and multimedia learning that the teacher carried out.Design/methods/approach – This is a quantitative study that applies the pre-experimental design method. The model applied through this research was in the form of a pretest-posttest group which was carried out by comparing the emotional abilities of children before and after being given treatment in the form of a combination of imaginative processing methods and multimedia learning. The sampling technique used purposive sampling where the research subjects were in their early childhood, aged 5-6 years.Findings – Imaginative teaching approaches and multimedia-based learning impact the development and improvement of children's socio-emotional and language development. This can be seen from the comparison between the post-test scores that are more significant than the pre-test scores, namely, and the significance value on all dimensions is 0.000 <0.05.Research implications/limitations – In this study, the use of pretest and posttest methods in experimental design helps to clarify differences in the provision of imaginative processing methods and multimedia learning. The obstacles faced by the majority relate to the internet connection in communicating with teachers.Practical implications – The combination of imaginative learning methods and multimedia learning improves language social-emotional aspects effectively. The results of this study contribute to understanding for teachers and school institutions to better utilize information and communication technology in optimizing child development. Paper type Research pape

Cognitive-Behavioral Treatment of Adolescent Depression: Effects on Multiple Parameters

Clinical depression is the most frequently reported mental health problem for adolescents. Previously studied psychological treatment approaches for adolescent depression have recently been combined and packaged into a comprehensive psychoeducational intervention titled the Adolescent Coping With Depression Course (ACWDC). This study investigated whether treatment of clinically depressed adolescents using the ACWDC resulted in significant emotional, behavioral, and/or academic performance changes as reported by the adolescent, and observed by the parents and teachers. Nineteen clinically depressed adolescents were identified by screening 876 students in a local high school, using a multistage screening procedure. All selected subjects met the DSM III-R criteria of major depression or dysthymia. Identified subjects were randomly assigned to either a treatment or a waitlist-control condition. Subjects in the treatment condition received treatment while subjects in the waitlist-control condition received no treatment until after the completion of the study (eight weeks later). Treatment consisted of participation in the ACWDC, conducted in 12 two-hour teaching sessions held over an eight-week period after school. Outcome measures included a variety of self-report, teacher, and parent rating scales. A pretest-posttest randomized experimental design was utilized to examine treatment effects. At post-testing, subjects receiving treatment reported significantly greater decreases in depression and problem behaviors than subjects not receiving treatment. However, at post-testing there were no significant differences between treatment conditions on parent- and teacher-observed problem behaviors, or teacher-reported academic performance changes. Based on the results of this study and previous studies, participation by clinically depressed adolescents in the ACWDC does result in significant self-reported decreases in depression and problem behaviors. However, contrary to expectations, these self-reported changes have not been consistently observed by parents or teachers in reductions of problem behaviors at home or school, nor in significant teacher-observed academic improvement at school

Construct validity and development of local norms in the assessment of ADHD.

A pilot study was performed to determine the validity of on-task behavior and locally developed attention tasks# to assist in the identification of children with ADHD. Subjects were third grade students in the Hampton City Public Schools. Means and standard deviations were computed for time-on-task as well as number correct and number committed for each of five separate attention tasks. A correlation analysis was performed to compare results of attention tasks with each other as well as with the Abbreviated Conners Teacher\u27s Scale (ACTS), a Hyperactivity Index, and IQ. Results were in the expected direction, although correlations with ACTS were lower than anticipated. A discussion of the results and suggestions for future studies are given

An examination of the interrelationship of maternal psychopathology, peer relations and mother-child relationship factors in predicting concurrent child psychopathology

In spite of the recognition of maternal psychopathology and poor peer relations as "at risk" factors of child psychopathology, little attention has been given to the mother-child relationship as a mediator of, and an ultimate influence on the development and maintenance of child psychopathology. The goal of this study was to delineate the interrelationship of and the hierarchical impact of these factors in predicting concurrent child psychopathology

Psychometric characteristics of a multidimensional measure to assess impairment: The Child and Adolescent Functional Assessment Scale

The Child and Adolescent Functional Assessment Scale (CAFAS) is a multidimensional measure of degree of impairment in functioning. Interrater reliability data are presented for lay raters, graduate students, and frontline staff. Reliability was high for the total score and behaviorally-oriented scales. Construct, concurrent, and discriminant validity were assessed with the sample of children and adolescents evaluated at the Fort Bragg Demonstration Evaluation Project. Youth and their caregivers were evaluated via interview and selfcompleted instruments at four time points. Significant correlations were found between the CAFAS and other related constructs. Concurrent validity was demonstrated by logistic regression analyses examining the relationship between CAFAS ratings and problematic behaviors endorsed on measures completed by parents, teachers, or the youth. Youth with higher CAFAS total scores were much more likely to have poor social relationships, difficulties in school, and problems with the law. Discriminant validity was assessed with a repeated measures analysis of variance with intensity of care at intake and time as factors. Youth who were inpatients or in residential treatment centers at intake had higher CAFAS scores than those who were outpatients. These findings provide strong evidence for the reliability and validity of the CAFAS.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44651/1/10826_2005_Article_BF02233865.pd

The development and validation of the Parent Instruction-Giving Game with Youngsters (PIGGY) in a Head Start population

Head Start families demonstrate many of the risk factors that relate to the development of noncompliance and other behavior problems in young children, such as low income, limited education, teenage pregnancy, isolation, family stress, single parenthood, and parental psychopathology. Noncompliant preschool-aged children often continue to display difficulties through adolescence. Parent Management Training programs have been developed which can improve child compliance. However, many of the same risk factors that lead to child noncompliance also reduce the effectiveness of parenting interventions. Thus, more efficient assessment and intervention strategies need to be developed to facilitate the treatment of child behavior problems in Head Start families. This proposal attempts to validate the use of the Parent Instruction-Giving Game with Youngsters (PIGGY), a newly developed direct observation system. Using the PIGGY, parents provide standardized commands to their child (e.g., put the book on the table), and parenting skills used to gain compliance (e.g., instruction-giving, praise, discipline techniques) as well as child behavior (e.g., noncompliance) are coded on an observation form. For the first part of study, 14 “noncompliant” and 14 “compliant” children and their mothers were selected based on parent report of child behavior. For the second part of the study, two families were selected for a single-case, multiple-baseline (across behaviors) study which used the PIGGY to monitor the effectiveness of Parent Management Training

Mental Health, Psychosocial Functioning, and Quality of Life in Adolescents With Hirschsprung Disease

Background: Studies of mental health in adolescents with Hirschsprung disease (HD) are scarce. This cross-sectional study investigates mental health, psychosocial functioning and quality of life in HD adolescents. Methods: Adolescents (12-18 years) treated at the Department of pediatric surgery at Oslo University Hospital were invited for participation. Mental health was assessed by interview; Child Assessment Schedule (CAS) and questionnaires; parental Child Behavior Checklist (CBCL) and adolescent Youth Self-Report (YSR). Psychosocial functioning was rated by Child Global Assessment Scale (cGAS). Adolescent Quality of Life was assessed by Pediatric Quality of Life inventory (PedsQL) and chronic family difficulties (CFD) by interview. Medical records were reviewed for somatic history. Results: Thirty-seven adolescents, 28 males, median age 14.3 years, participated. By CAS interview, 8 of 37 (44% of females and 14% of males) fulfilled criteria for psychiatric diagnosis all within emotional and related disorders. Twenty-seven percent had CBCL internalizing scores and 16% had YSR internalizing scores in clinical range indicating emotional problems. By interviewer rated cGAS, 27% were scored in clinical range. By PedsQL 16% reported reduced psychosocial health score. Increased CFD, lower psychosocial functioning and reduced QoL as well as less paternal education were significantly associated with psychiatric diagnosis. Twice as many (4/8) adolescents who either had a stoma or bowel management had a psychiatric diagnosis compared to those who had neither stoma nor bowel management (7/28). Conclusion: Nearly one in four adolescents with HD fulfilled criteria for psychiatric diagnosis. Mental health problems were associated with reduced psychosocial function and reduced QoL. Level of evidence: III.The study has financial support from the Norwegian DAM foundation (2019/FO249474).publishedVersio