| dc.description.abstract | In the United States alone, as many as six million children and adolescents suffer from an invisible illness called depression. This study examined the relationship between level of depression and student misbehavior for 49 students in grades 3-6 in a small, Midwest elementary school. Students were given a self-rated test, the Children’s Depression Inventory (CDI), to test for level of depression. This study found that there was no statistically significant difference in the number of detentions received by elementary students who experienced a high level of depression, as indicated by the T-score on the CDI, as compared to those students who experienced a lower level of depression. An unexpected factor in these results was the low number of detentions received overall by the 49 students. Only 49 total detentions were recorded for the 49 students, with 28 of the grades 3-6 students receiving zero detentions. The remaining 21 students received detentions in the range from 1 to 7 over a five-month period. It was discovered that detentions are one of several ways of measuring misbehavior of elementary aged children. The results of the data collection showed that six students, 12.2%, met the definition of depressed with a CDI T-score of 65 or higher. Forty-three students, 87.85%, did not meet the CDI definition of depression. The mean T-score was 49.16, with a standard deviation of 11.10. The median T-score was 47.00, and the mode was 37.00. Parents were informed by letter of their child’s test results. It was noted if the score indicated that their child could or could not be experiencing depression at that point in time. If depression was indicated by a T-score of 65 or higher, parents were told that further assessment and intervention was indicated. A school team of the child’s teacher, the school psychologist, and the school guidance counselor was offered to parents of children with high T-scores so possible alternatives and resources could be explored. | |
