Practical issues in self-observation.

Using self-observation as a clinical or research tool requires attention to a number of practical concerns. In this article, issues involved in selecting a self-observation method are considered, including determining the dimension of behavior to be observed and choosing a method and recording device for sampling behavior. The literature on training individuals to self-observe, which supports the importance of comprehensive multicomponent training, is surveyed. Also considered are ways of evaluating and improving data quality as the self-observer collects information and of engineering compliance with requests to self-monitor. Future research should (a) systematically examine ways of obtaining high-quality self-observation data and enhancing participant compliance and (b) extend findings of older investigations both to contemporary methods of collecting information and to self-observation of private events. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Latent curve modeling of internalizing behaviors and interpersonal skills through elementary school.

The trajectories of internalizing and interpersonal behaviors from kindergarten through fifth grade were studied using univariate and bivariate latent curve models. Internalizing behaviors demonstrated a small, yet statistically significant, linear increase over time, while interpersonal behaviors showed a small, yet statistically significant, linear decrease. There were individual differences in trajectories, and predictor variables accounted for some of this variation. In kindergarten, girls had more interpersonal behaviors than did boys. Children from higher SES families or with higher initial levels of externalizing behaviors had more internalizing behaviors and fewer interpersonal skills. One key finding from this study was that interpersonal and internalizing trajectories demonstrated a strong association. Increasing internalizing slopes were associated with decreasing interpersonal slopes. Establishing this empirical relation is necessary for understanding the developmental trajectory of these related behaviors, as well as important individual differences over time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychometric properties of the Beck Depression Inventory for Youth in a sample of girls.

A new measure has been developed to assess depressive symptoms, the Beck Depression Inventory for Youth (BDI-Y; J. S. Beck, A. T. Beck, & J. B. Jolly, 2001). This research extends previous validation research of BDI-Y total scores by examining internal consistency and convergent and predictive validity within a school-based sample (n = 859) of girls 9-13 years old by age level and for selected races or ethnic groups. Scores had high internal consistency, and there was support for using the BDI-Y to assess depressive symptoms. Reliability was slightly lower for 9-year-olds, but reliability and validity estimates did not differ by race or ethnic group. Finally, confirmatory factor analysis results provide some support for unidimensionality of scores but also point toward possible refinements. (PsycINFO Database Record (c) 2010 APA, all rights reserved)