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The research literature on mood disorders in children and adolescents has grown considerably over the past 20 years, following empirical demonstrations that children and adolescents can present with classic signs of mood disorders as evinced by adults (Carlson & Cantwell, 1980), and that depressive disorders identified in adulthood often onset at a relatively young age (Kessler, Avenevoli, & Merikangas, 2001). Although developmental psychopathology research on depression has lagged behind that on externalizing disorders, considerable data regarding the phenomenology, course, and correlates of mood disorders in children and adolescents has accumulated. This literature has pointed to a number of issues and challenges related to the conceptualization and assessment of depression across the lifespan. In this chapter, we review key issues in the measurement of depression in children and adolescents as they relate to phenomenology, etiology, course, and treatment outcome. Existing data indicate that the prevalence of frank mood disorders exhibits a strong developmental trend, with very low rates in preschool-aged children (Kashani & Carlson, 1987), increasing slightly in the elementary school age (Fleming & Offord, 1990; Cohen et al., 1993), and rising to levels similar to that among adults in adolescents (Kessler et al., 1994; Lewinsohn, Rohde, & Seeley, 1998). Therefore, researchers and clinicians working with depressed children and adolescents must keep in mind that the base rates of threshold levels of these disorders are quite low. Nonetheless, it appears that early onset mood disorders and depressive symptoms in childhood and adolescence are linked to a number of indicators of poor outcome, including later psychopathology and impairment in important life domains (Harrington, Fudge, Rutter, Pickles, & Hill, 1990; Luby, Todd & Geller, 1996; Birmaher et al., 1996; Rudolph, Hammen & Burge, 1994). Therefore, depressive disorders and symptoms present an important assessment issue for clinical and research work with children and adolescents, and the assessment of childhood onset of these disorders is relevant to understanding course and outcome among adult samples. [ABSTRACT FROM AUTHOR]

The current heightened international concern regarding the short and long-term impact of large scale catastrophic events on children and their families has stimulated efforts to develop assessment batteries that can accurately identify youth whose exposure to trauma, loss, and post-event adversities greatly increases their risk for severe, persisting distress, functional impairment and behavioral/developmental disturbance. Measures are needed for a variety of stages of data collection, including those for acute post-impact triage, needs assessment, surveillance, screening, clinical evaluation, intervention outcome and program evaluation. This chapter reviews selected literature on what is known about children's responses and course of recovery after terrorism and war, with a specific focus on assessment domains and metrics for progressive implementation of data collection post-event. The report also presents examples of specific measures that have been constructed and used after a variety of catastrophic events, discusses special issues in regard to the psychometrically, developmentally, psychosocially, and clinically sound assessment of children, the necessity of broadening areas of assessment using multiple informants, cultural competence in designing, adapting and adopting instruments, timing of assessment, and training and supervision issues. Finally, a critical review of available assessment tools is presented, along with recommendations for future research to advance the assessment of children after terrorism and disaster. [ABSTRACT FROM AUTHOR]