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The Ohio Youth Problems, Functioning, Satisfaction Scales (Ohio Scales) are a set of parent-reported [1] [2] and self-reported [3] questionnaires, consisting of four scales used to assess the improvement and outcomes of children and adolescents who have received mental health services.
The overall support score (SSQN) is calculated by taking an average of the individual scores across the 27 items. [5] A high score on the SSQ indicates more optimism about life than a low score. Respondents with low SSQ scores have a higher prevalence of negative life events and illness. [6] Scoring is as follows: 1.
The Attribution Questionnaire (AQ) [1] is a 27-item self-report assessment tool designed to measure public stigma towards people with mental illnesses.It assesses emotional reaction and discriminatory responses based on answers to a hypothetical vignette about a man with schizophrenia named Harry.
The following diagnostic systems and rating scales are used in psychiatry and clinical psychology. This list is by no means exhaustive or complete. This list is by no means exhaustive or complete. For instance, in the category of depression, there are over two dozen depression rating scales that have been developed in the past eighty years.
The Disruptive Behavior Disorders Rating Scale (DBDRS) is a 45-question screening measure, completed by either parents or teachers, designed to identify symptoms of attention deficit hyperactivity disorder, oppositional defiant disorder, and conduct disorder in children and adolescents.
The patient is rated by a clinician on 17 to 29 items (depending on version) scored either on a 3-point or 5-point Likert-type scale. For the 17-item version, a score of 0–7 is considered to be normal while a score of 20 or higher (indicating at least moderate severity) is usually required for entry into a clinical trial. [11]
The Strengths and Difficulties Questionnaire (SDQ) is a screening questionnaire for emotional and behavioral problems in children and adolescents ages 2 through 17 years old, developed by child psychiatrist Robert N. Goodman in the United Kingdom.
Evaluation practices are important for justification and support for services, especially in mental health. The existing evaluation procedures had problems in definition and measurement, and each mental health center used its own definitions and measurements to evaluate. This created unspecified and informal evaluations.
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