ABSTRACT
Classifi cation of Adolescent Depression ........................................................... 34 Categorical Systems (DSM/ICD).................................................................... 34 Criticism of Categorical Systems .................................................................. 34 Dimensional System ...................................................................................... 36
Assessment ......................................................................................................... 37 Goals of Assessment ...................................................................................... 37 Sources of Information .................................................................................. 37
Assessment Methods ......................................................................................... 38 Self-Report Questionnaires ........................................................................... 40 Diagnostic Interview Schedules ................................................................... 41 General Omnibus Measures.......................................................................... 44
Measures of Related Constructs ........................................................................ 44 Psychosocial Impairment .................................................................................. 45 Quality of Life .................................................................................................... 46 Concluding Remarks .......................................................................................... 47 References .......................................................................................................... 47
The existence of a sound classifi cation system is a prerequisite for enhanced understanding of the etiology, assessment, treatment, and prevention of depressive disorders. With regard to adolescent psychopathology in general, and to adolescent depression in particular, a robust classifi cation system must meet at least four standards: (1) it must be based on clearly defi ned rules and criteria, (2) it must be reliable and valid across diverse populations and settings, (3) it must be able to differentiate adolescents with depression from those without, and (4) it must contain clinically useful information for treatment planning and treatment evaluation. Classifi cation systems that meet these requirements should provide researchers with a common framework for theory building on depressive and other psychiatric disorders, clinicians with a nomenclature for effective communication, and administrators with a rationale for planning and resource allocation (Remschmidt, 1995).
