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In early research of depression in children, there was debate as to whether or not children could clinically fit the criteria for major depressive disorder. [67] However, since the 1970s, it has been accepted among the psychological community that depression in children can be clinically significant. [67]
This measure assesses both depressive symptoms as well as symptom improvement in a wide range of children and adolescents, ages 6–17. [3] The CES-DC was first developed to measure the incidence and prevalence of depression among children and adolescents in large-scale epidemiological research. [3]
The PANAS for Children (PANAS-C) was developed in an attempt to differentiate the affective expressions of anxiety and depression in children. The tripartite model on which this measure is based suggests that high levels of negative affect is present in those with anxiety and depression, but high levels of positive affect is not shared between the two.
The Child Behavior Checklist (CBCL) is a widely used caregiver report form identifying problem behavior in children. [ 1 ] [ 2 ] It is widely used in both research and clinical practice with youths. It has been translated into more than 90 languages, [ 3 ] and normative data are available integrating information from multiple societies.
The Children's Depression Inventory (CDI and CDI2) is a psychological assessment that rates the severity of symptoms related to depression or dysthymic disorder in children and adolescents. [1] The CDI is a 27-item scale that is self-rated and symptom-oriented. [1] The assessment is now in its second edition.
The psychiatric assessment of a child or adolescent starts with obtaining a psychiatric history by interviewing the young person and his/her parents or caregivers. The assessment includes a detailed exploration of the current concerns about the child's emotional or behavioral problems, the child's physical health and development, history of parental care (including possible abuse and neglect ...
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Studies show that being placed in erratic environments with few contingencies may cause a child to have conduct problems and may lead to depression. (see Behavioral Development and Depression below). [32] [33] Research continues to look at the effects of learning-based attachment on moral development. Some studies have shown that erratic use of ...