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1 Evaluation of Test Purpose, Population, and Training for Three Tests Tasha Robinson Capella University

2 Introduction Over the years researchers and scientists have conducted a plethora of testing to measure different aspects such as; depression, autism, intelligence, aptitude, personality, and the list goes on. These assessments were developed in order to understand people better. These tests are used on a daily basis and can help to understand a person better and what's going on with them. I work in a population where people seek mental health and drug addiction services. Many different tests are given to the clients in order to establish baselines and to understand what they need. I will be looking at depression testing for my paper. I will be focusing specifically on Becks' Depression Inventory II, Becks' Hopelessness Scale, and Children's Depression Inventory-II. These scales are used in order to understand if a person has depression and their level of hopelessness. These tests can be a good indicator of a client needing more assistance. I am familiar with the depression scale, but not the depression inventory and children's depression inventory. I am hoping to learn more about this information as I journey through my degree in Clinical Psychology. These are the types of tests I will be administering as a professional in the Psychology field. For my field of work, which will be Clinical Psychology, I chose to discuss depression. Depression is a common but serious mental illness that can impact how you feel, think, and act in a negative manner. Depression can be debilitating, but with the right treatment, it can get better. For depression and the purpose of this paper, I will discuss three test that help to determine if a person has depression and in some cases to what extent. These test are useful to better understand someone who potentially has depression. The three tests are the Beck Depression Inventory-II published by Pearson, the Beck Hopelessness Scale published by

3 Pearson, and the Children's Depression Inventory published by multi-health systems. The category of depression and the three tests are related to furthering knowledge and skills in my related profession by helping to understand clients' needs. Information will be given on these three tests, and a comparison and contrast against each other will also be done. Purpose for Testing and Content, Skills, and Constructs Assessed The Beck Depression Inventory II test or BDI, is a 21-item self-reporting inventory. It measures the severity of depression in adults and adolescents. Individuals are asked questions based on a two-week time period. It is not a diagnostic tool, but an indicator of the severity of depression (Beck et al., 1996). This test can be given verbally if needed. This test is relevant to my field because I will be working with people who suffer from depression. This test will allow me to administer it and tell to what severity, if any, my client is suffering from depression. The Beck Hopelessness Scale or BHS is a self-reporting 20-item instrument meant for assessing hopelessness in relation to suicide. This scale evolved out of the Beck Depression Inventory. This test measures the extent of negative attitudes about the future that supposedly indicate suicidal risk (Fernandez, 1998). This test would be appropriate for my field in order to understand if my client is exhibiting suicidal ideation. Scores of 9 or more predict eventual suicidal ideation. The Children's Depression Inventory II or CDI is a brief self-report test that helps assess cognitive, affective, and behavioral signs of depression in children and adolescents ( Kovacs,

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4 2010). This test I multifaceted and multidimensional of depressive symptoms. This test is used for children aged 7-17. It includes the youth, parents, and teachers. This may be a useful tool to consider as part of a fuller evaluation. The test utilizes T-score values. This test would most likely be a part of a comprehensive individually administered psychological evaluation (Atlas et al., 2014). This test is part of a larger test. Normative Sample, Sampling Procedures, and Intended Population The Beck Depression Inventory-II test normative sample was predominantly white. It can potentially be harder for Spanish speakers to get through the response form. The measure can be used for adolescents, but the norms were gathered for adults. It is used and accepted as a measure of depressive symptomatology. It can be given orally and is user-friendly (Beck). This sample does not represent the entire population that I will be serving. I will be serving a vast population of diverse people. The Beck Hopelessness Scale normative sample included both genders and different age groups. It was conducted in the general population of Columbia (Beck, 1993). This sample does not represent the sample population that I will be serving. My population with me in the U.S. and very diverse. The Children's Depression Inventory 2 normative sample included 1,100 children aged 7- 17 from 26 different U.S. States, using the English language. At least a second-grade reading level needs to be established. The sample was random, using boys and girls (Kovacs, 2010). This

5 population will resemble the population I will serve. I will be dealing with all ages and genders. I believe that the results generalized to the population I will serve and were adequate. I will be working with a vast population and potentially giving this test in order to Test-User Knowledge, Skills, and Training For Beck Depression Inventory-II The qualification levels required for the Beck Scales have expanded to include non-licensed master’s level mental health professionals (Qual B), in addition to licensed professionals (Q1 and Q2) (Beck). The test taker does not require any previous knowledge of the testing. As a Clinical Psychologist, with the proper training, I will be able to administer this test and get accurate results. I will also be able to interpret the results. For the Beck Hopelessness Scale, the qualification levels required for the Beck Scale have expanded to include non-licensed master’s level mental health professionals (Qual B), in addition to licensed professionals (Q1 and Q2) (Beck, 1993). The test taker does not require any previous knowledge of the testing. In my field of work, I will have the knowledge and training to be able to administer this test. I will need the proper training and knowledge. For the Children's Depression Inventory 2 The qualifications of administering the test would be just an individual who has knowledge of the child. The child will also be asked questions and it is self-reporting. The teachers and parents will also be asked questions (Kovacs, 2010). The test taker does not require any previous knowledge of the testing. In order to provide this testing in my field of work, I will be able to administer it with the correct training.

6 Comparisons and Contrasts of the Three Tests All three of the tests are for evaluation of how a patient feels at a particular time. Whether that be a child or an adult. The Hopefulness scale evaluates how one will feel in future terms and how one might feel toward suicide. This scale will evaluate how one feels about suicide and if they are suicidal. The Depression scale is the same for the adults and the children. It seeks to find the same answers. These scales are able to assist clients with knowing if they have depression. The scale I would most focus on is the Beck Hopelessness scale. This scale is a self-reporting 20- item instrument meant for assessing hopelessness in relation to suicide. This scale allows the administrator to understand if the patient is suicidal. It aims to assess aspects of hopelessness. Hopelessness can lead to suicide, and this scale is intended to find out if the patient is suicidal. The attitude about the future it looked at. This is a great scale to use in order to understand your patient better. In my field of work, I will be able to use this scale to assess where my patient is at on feeling suicidal.

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7 References Arbisi, P. A., & Farmer, R. F. (2001). Beck Depression Inventory–Second Edition. The Fourteenth Mental Measurements Yearbook. Atlas, J. A., & Tobin, R. M. (2014). Children’s Depression Inventory 2nd Edition. The Nineteenth Mental Measurements Yearbook. Beck. (n.d.). Beck depression inventory–II. https://doi.org/10.1037/t00742-000 Beck. (1993). Becks Hopfulness Scale. https://www.pearsonassessments.com/store/usassessments/en/Store/Professional- Assessments/Personality-%26-Biopsychosocial/Beck-Hopelessness- Scale/p/100000105.html Beck, A., Robert Steer, & Brown, G. (1996). Beck Depression Inventory . BDI-2 | Pearson Assessments.https://www.pearsonassessments.com/store/usassessments/en/Store/Professio nal-Assessments/Personality-%26-Biopsychosocial/Beck-Depression- Inventory/p/100000159.html Dyce, J. A. (1996). Factor structure of the Beck Hopelessness Scale. Journal of Clinical Psychology, 52(5), 555–558. https://doi-org.library.capella.edu/10.1002/(SICI)1097- 4679(199609)52:5<555::AID-JCLP10>3.0.CO;2-D Fernandez, E. (1998). Beck Hopelessness Scale [Revised]. The Thirteenth Mental Measurements Yearbook. Kovacs, M. (2010). Childrens Depression Inventory 2. https://www.pearsonassessments.com/store/usassessments/en/Store/Professional- Assessments/Personality-%26-Biopsychosocial/Children%27s-Depression-Inventory- 2/p/100000636.html Watson, H. J., Egan, S. J., Limburg, K., & Hoiles, K. J. (2014). Normative data for female adolescents with eating disorders on the Children’s depression inventory. International Journal of Eating Disorders, 47(6), 666–670. https://doi- org.library.capella.edu/10.1002/eat.22294

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