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Pshyc Measure

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Psychological Measure
Learning Team: B
Monday, September 15, 2014
Maureen Clifford

Psychological Measure
Volunteer Team Member: _Jody_______
Introduction—should include background information on the Measure and the selected articles as well as an overview of the paper
Rubric Information: At least two articles that discuss the use of the selected psychological measure in research are summarized.
Rubric Information: The introduction provides sufficient background on the topic and previews major points.
Article Review
The results from the first article supported 4 out of the 5 hypothesis set for this study using the CDI (Fránová, Lukavský, & Preiss, 2008). User Fránová, Lukavský, and Preiss (2008) observed, without the use of the best predictors, the association between other CDI factors and scholastic achievements decreased. The results from the second article shared that a single cutoff score could not be produced or use as a solitary method of predicting depressive disorders. According to Timbremont, Braet, and Dreessen (2004), “This cutoff score is adequate in general screening because it is un-desirable to incorrectly diagnose child problems” (p. 155). Each articles use of the Children’s Depression Inventory concluded that the test was reliable in indicating depressive symptoms in children.
Both articles used the Children’s Depression Inventory (CDI) to identify correlations between the inventory and other factors specific to each articles’ study. The first article’s results detected that there is a CDI factor associated with school achievements but had the potential to influence obtained results, concluding that the CDI and insufficient method for this study (Fránová, Lukavský, & Preiss, 2008). The results from the second article suggested that CDI should be used as an additional tool in the diagnosing process and not as used as the only diagnostic analyst in assessing depressive disorders in children (Timbremont, Braet, & Dreessen, 2004). In the article, Timbremont, Braet, and Dreessen (2004) found that the 97.7% success rate of the 13 cutoff score would be a good indicator of children who needed further clinical assessment.
Use, Administration, and Interpretation
Article 1
In the first article, Fránová, Lukavský, and Preiss (2008) used the CDI to find a factor that could be associated with scholastic achievement and to observe if that factor is accountable for a student’s CDI total score and grade point average (Fránová, Lukavský, & Preiss, 2008). The first article used only one sample of 587 students from 12 schools in the area of Prague, Czech Republic (Fránová, Lukavský, & Preiss, 2008). The sample consisted of both boys and girls between the age ranges of 9 and 11 years old, 10 years old being the average age (Fránová, Lukavský, & Preiss, 2008). In their study, Fránová, Lukavský, and Preiss (2008) compared their results to three other factor models: the Kovac model, Aluja and Blanch model, and the Weiss model.
Article 2
In the second article, Timbremont, Braet, and Dreessen (2004) used the Children’s Depressive Inventory as a diagnostic analyst for depressive disorders in children, through the use of cutoff scores. The second article was a one-sample study as well but only used a sample of 80 students, boys and girls, from inpatient and outpatient facilities in Belgium, Germany. The age range in this study differs from the sample in the first article because it ranges from 8 to 18 years old, 12 years old being the average age (Timbremont, Braet, & Dreessen, 2004). However, in this article Timbremont, Braet, and Dreessen (2004) used the results from Children’s Depression Inventory and selected interviews from parents of the children patients
The CDI is a forced-response test most valid when administered to children between the ages of eight and 16 (Twenge, & Nolen-Hoeksema, 2002). A meta-analysis of the CDI shows that the inventory is valid within a specific age range, and across most genders, socioeconomic status, and race (Twenge, & Nolen-Hoeksema, 2002). Variances in this trend do occur as children reach specific age ranges. For example, CDI scores increase for girls over the age of 13; boys increase at the age of 12 (Twenge, & Nolen-Hoeksema, 2002). These increases are important because the CDI calculates depression symptoms in children and symptoms change as children reach adolescence and adulthood. The CDI is valid for a large number of populations (e.g., gender populations, socioeconomic populations, and different races); however, it is invalid outside of the specific age requirement.
Sources of Information about Tests
Team Member 4: __Jody______
At least two of the nine major sources of information about tests (described in the Week 2 course materials) are identified and discussed in terms of the selected psychological measure.
Rubric Information: Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically:
Rubric Information: At least two of the nine major sources of information about tests (described in the Week 2 course materials) are identified and discussed in terms of the selected psychological measure.
Analysis and Evaluation
The Children’s Depression Inventory has a lot of good qualities that make the test a vital tool in the assessment of a child’s state of depression. However, the test is not one hundred percent accurate and it does have some short comings. While the CDI is one of the most common tests used to screen depression in children, the tester needs to remember it is just a screening test. The CDI was designed to identify symptoms of depression and their severity; however, it must be remembered that depression and anxiety have overlapping symptoms. Therefore this test cannot be used in of itself to attempt and diagnosis the children. The scoring of the test has also caused some concern. “The extent to which the CDI succeeds in an accurate identification of "true" cases in relation to clinical diagnoses has been described in terms of sensitivity and specificity” (Timbremont, Braet, 2004). Additionally the scoring needs to be tempered with the understanding that the score also correlate to academic achievements.
Based on the suggested measuring system to score the test and considering the test does not measure the child in totality, the CDI seems to be better suited as a means to measure the mood of the child. The current research on the CDI would also suggest it is best used as a screening tool. The biggest criticism of the CID is in the manner in which the test is administered and graded. “When designing new studies in the area, the role of particular CDI subscales should be examined and the factor of the items strongly related to school achievement should be controlled” (Franova, Lukavsky and Preiss, 2008)
Volunteer Team Member: ____Jody____
Conclusion—should include an overview of the information provided
Rubric Information: The conclusion is logical, flows from the body of the paper, and reviews the major points.

Hogan, T. P. (2007). Psychological testing: A practical introduction (2nd ed.). Hoboken, NJ: Wiley
Fránová, L., Lukavský, J., & Preiss, M. (2008). Relationship of children’s depression inventory factor structure to school achievment. Studia Psychologica, 50(4), 383-394. Retrieved from
Timbremont, B., Braet, C., & Dreessen, L. (2004). Assessing depression in youth: relation between the Children's Depression Inventory and a structured interview. Journal of Clinical Child and Adolescent Psychology: The Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 33(1), 149-157/
Twenge, J. M., & Nolen-Hoeksema, S. (2002). Age, gender, race, socioeconomic status, and birth cohort differences on the children's depression inventory: A meta-analysis. Journal of Abnormal Psychology, 111(4), 578-588. Retrieved from…...

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