The Children's Depression Inventory ( CDI and CDI2 ) is a psychological assessment that assesses the severity of symptoms associated with depression or dysthymic disorder in children. children and adolescents. CDI is a self-rated and symptom-oriented 27-item scale. Rating now in second edition. 27 items on the assessment are grouped into five major factor areas. Clients assess themselves based on what they feel and think, with each statement identified with a rating of 0 to 2. CDI was developed by American clinical psychologist Maria Kovacs, PhD, and published in 1979. It was developed using the Beck Depression Inventory (BDI) year 1967 for adults as a model. CDI is a widely used and accepted assessment for the severity of depressive symptoms in children and adolescents, with high reliability. It also has an established validity using a variety of different techniques, and good psychometric properties. CDI is a Level B. test
Video Children's Depression Inventory
Histori
BDI is used as a model for developing CDI. BDI is a 21-point clinical-based clinical score scale for adults in determining whether they are depressed and/or depressed. Although BDI is already used in assessing adults with depression, there is a need for the development of similar tests for children and adolescents. Therefore, Kovacs developed CDI.
Maps Children's Depression Inventory
Development
The first stage of CDI development began in March 1975. It came from children as a subject. In total, there are four phases of CDI development, including three revisions in the initial assessment of 1975. The final version was developed and published in August 1979. Kovacs reported that he and Aaron T. Beck worked together on using adult scale from BDI as a model for developing CDI.
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The test was originally designed for English-speaking American children, aged eight years or older. Skills required to take the test is the lowest reading and vocabulary level, making it suitable for children aged six or over. This test is generally given to children and adolescents between the ages of 7 and 17. CDI has been translated into many languages, and has been given to children around the world.
The CDI manual includes comprehensive information on psychometry, norms, and goods development. Many relevant charts are also included in manuals relating to reliability, construction, and other areas. A CDI scale description is also provided, including sample test samples, along with data tables and related information. The instructions for CDI administration are clear and easy to follow. Information and instructions on CDI assessment, as well as the length of time that individuals need to complete CDI, clear, detailed, and easy to understand. The time that normally takes a person to complete the CDI is 15 minutes or less, while the scoring time is 5-10 minutes.
27 CDI items are grouped into five factor areas, including 'Negative Mood', 'Interpersonal Problems', 'Ineffectiveness', 'Anhedonia', and 'Negative Self Esteem'. 27 items include statements relating to the following areas: sadness, pessimism, self-humiliation, anhedonia, misbehavior, worrisome pessimism, self-hatred, self-blame, suicidal ideas, crying spells, irritability, lack of social interest, doubts, negative image, school difficulty, sleep disturbance, fatigue, decreased appetite, somatic problems, loneliness, dislike in school, lack of friends, school performance reduction, self depreciation (through peer comparison), feeling unloved, disobedient, and fighting.
CDI is an objective and empirical test. Individuals can score 0-54 on CDI, with the result being converted to T-score. A 19-20 cut-off score is generally accepted on CDI, but not absolute. CDI studies have reported lower cut-off scores; therefore, individual cases should be considered. In addition, CDI is designed for individuals rather than group administration. A score of 36 or higher on CDI is generally accepted to reflect a person who has a relatively severe depression.
As a normative test, CDI is normalized with public school students. Standardization samples included "responses from 1266 Florida public school students in grades 2 to 8", including 674 girls aged 7-16 and 592 boys aged 7-15 years. Individual data on ethnic or race of examinees is not available. Based on the total demographic of the sampled school district, however, approximately "77% of children are Caucasian and 23% are African American or Black, American Indian, or Hispanic." "The population is mostly middle class, although various socioeconomic backgrounds are included." Furthermore, about 20% of respondents came from families with single parents.
Reliability and validity
Alpha Cronbach is used to obtain a measure of reliability. In one group of nine studies, the alpha size was 0.71-0.89, reflecting good internal consistency. The test is quite measuring for symptoms of depression. In another group of 16 re-test-reliability studies, the alpha size was reported as 0.38-0.87. Regarding the short factor subscale, the alpha reliability measure for internal consistency reliability is 0.59-0.68. Furthermore, studies other than those completed by Kovacs have shown moderate to high reliability. One study used the internal consistency Kuder-Richardson test and obtained results reflecting high reliability.
In connecting CDI and CDI factors with the same psychological assessment for children and/or adolescents, studies have shown moderate to high correlation, while other studies show no correlation (in certain areas).
The validity of CDI has been well established. Construction validity and discriminant validity have also been established. Kovacs uses an experimental design to obtain discriminant validity between cases considered "normal" and those considered clinical. Some studies have reflected discriminant validity, while others have not. Kovacs reported in 1992 that further research on discriminant validity was required.
Special considerations
Much of the research on CDI has been conducted with Caucasian participants from lower-middle-class socioeconomic status worldwide. CDI can be given to children and adolescents across cultures, although "internal consistency and factorial structure are somewhat different in different teen groups." Kovacs and other researchers have reported obtaining higher CDI scores for African-Americans (mainly boys), Japanese (substantially higher), Hispanic (significantly higher), and Egyptians when compared with Caucasians.
In addition, the test scores for older children (age 13 years or older) tend to be higher than younger children (under 12 years), although the difference is small and insignificant. This is explained by consideration of the development and maturation of children at this age level, with changes occurring in brain structures occurring at this age. One study, however, reported that the CDI scores of younger children (aged 6-11) were higher than those of older children (aged 12-18).
In an analysis of interview data of children with diabetes, CDI scores can mimic those with symptoms of depression. However, it is important to remember that diabetes "raises real emotional turmoil (mostly in the domain of depressive symptoms) that remains lost within about six months."
CDI test data "is sensitive to changes in the independently determined status of psychiatric diagnosis." The test data also reflects that the test is sensitive to changes over time in depressive symptoms.
There are major effects in the construction of 'Interpersonal Problems', 'Ineffectiveness', and 'Anhedonia' between boys and girls. Girls scored higher than boys in this construction, based on Kovacs research conducted on the CDI in 1992, which reflects that girls have a tendency to have greater pressure in this area. While some studies have reported significant differences between CDI scores of girls and boys, and/or more symptoms of depression in girls than boys, other studies found no significant difference.
Yet other studies have reflected higher CDI scores for boys than girls, including in single-parent families. Children from divorced parents are found to score higher on CDI than children of unmarried parents. Additional studies have found significant differences in CDI scores of children who have been sexually abused; and those with attention deficit disorder; or learning disabilities, compared to controls. Children who were rejected by their colleagues, when compared to controls, had significantly higher CDI scores in one study, but not when compared to children who were considered "average".
Children of individuals who are substance abusers also score much higher on CDI than non-substance abusers. Another study examined depression and self-esteem rates in gifted children, and found that boys were significantly more depressed than girls, based on their CDI scores. Furthermore, obese children were rated as more depressed on CDI than non-obese colleagues in one study. Children with post-traumatic stress disorder (PTSD) and anxiety are more depressed, based on their CDI scores, than children without PTSD or anxiety. Women, aged 12-17, who attempted suicide scored significantly higher on CDI than psychiatric controls; and girls who repeatedly attempted suicide scored higher on CDI than did the first attempt to commit suicide.
Further consideration
A 2012 study examined the potential relationship between inflammatory bowel disease (IBD), such as Crohn's disease and ulcerative colitis, and depressive symptoms. Significant positive correlations were found between IBD and somatic complaints that reflected the symptoms of depression. Researchers in this study stated that the CDI test item, "somatic complaint" is potentially recognized as a sixth and separate factor on the test.
Limitations
The CDI factorial structure and internal consistency have variations in different teen groups. CDI tends to reflect more false negative numbers than false positives. As with any test, CDI is not entirely valid. It is possible for CDI test takers to "fake goodness". Individuals who take CDI whose reading level is not age-appropriate may have difficulty with it, and therefore, the outcome may be wrong.
It is important to take into account and consider additional information about individual CDI test scores and not solely on the basis of decisions. Nevertheless, individuals can manage CDI, as a warning and for ethical purposes, only those trained to interpret the assessment should do so.
References
External links
- Publishing site Multi-Health System for Child Depression Inventory, 2nd edition
- Pearson publishing site for Child Depression Inventory, 2nd edition
- Psychiatric rating scale for depression from Neurotransmitter.net
Source of the article : Wikipedia
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