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Though support exists for using the BAI with high-school students and psychiatric inpatient samples of ages 14 to 18 years, [26] the recently developed diagnostic tool, Beck Youth Inventories, Second Edition, contains an anxiety inventory of 20 questions specifically designed for children and adolescents ages 7 to 18 years old. [27]
Some depression rating scales are completed by patients. The Beck Depression Inventory, for example, is a 21-question self-report inventory that covers symptoms such as irritability, fatigue, weight loss, lack of interest in sex, and feelings of guilt, hopelessness or fear of being punished. [11]
Beck developed a triad of negative cognitions about the world, the future, and the self, which play a major role in depression. An example of the triad in action taken from Brown (1995) is the case of a student obtaining poor exam results: The student has negative thoughts about the world, so he may come to believe he does not enjoy the class.
The reliability scores of the scales in terms of Cronbach's alpha scores rate the Depression scale at 0.91, the Anxiety scale at 0.84, and the Stress scale at 0.90 in the normative sample. The means and standard deviations for each scale are 6.34 and 6.97 for depression, 4.7 and 4.91 for anxiety, and 10.11 and 7.91 for stress, respectively.
Multiple convenience and random samples, as well as research studies in both clinical and nonclinical sample [22] [1] [23] Internal consistency (Cronbach's alpha, split half, etc.) Good Cronbach's alpha reported at .88 for measuring depression [22] Inter-rater reliability: Good Kappas range from .64-.81 for depression. [24] Kappa for anxiety is ...
The Daily Assessment of Symptoms – Anxiety (DAS-A) questionnaire was specifically developed to detect reduction of anxiety symptoms in patients with generalized anxiety disorder (GAD) during the first week of treatment. [1] It is also meant to help those suffering from certain symptoms identify and recognize that they are experiencing anxiety.
The divisions include one scale for adults (AMA-A), one scale for college students (AMAS-C), and the other for the elderly population (AMAS-E). Each scale is geared towards examining situations specific to that age group. For example, the AMAS-C has items pertaining specifically to college students, such as questions about anxiety of the future.
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.