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Dr. Zak developed a depression assessment test and sampled 100 university students, including variations in gender and ethnicity, to establish norms. Given the limited information about the demographic diversity and the scope of variables, his sample may not fully represent the broader population. To improve the representativeness, it would be beneficial to include participants across a wider age range, socioeconomic backgrounds, and geographical regions. Additional samples should encompass diverse education levels, socioeconomic statuses, and cultural contexts to ensure the test's applicability across different groups.

Furthermore, the current sample predominantly consists of university students, which restricts the generalizability of the test. For more accurate normative data, Dr. Zak should consider stratified sampling techniques that include various demographic variables such as age, income, and cultural background. Incorporating these elements would enhance the validity of the test and ensure it accurately measures depression across diverse populations. Overall, expanding the sampling frame will result in more reliable and generalizable norms, facilitating better clinical and research application.

Paper For Above instruction

Developing an effective psychological assessment tool requires a carefully constructed normative sample that accurately reflects the target population. In Dr. Zak's case, while he has taken an initial step by sampling 100 university students from diverse ethnic backgrounds, the limitations of his sample raise concerns about its representativeness and its utility for broad application. To determine whether his sample is adequate for norm-setting, we need to scrutinize the diversity and scope of the participants' characteristics.

First, the demographic composition of Dr. Zak's sample is skewed toward females, comprising 70 out of 100 participants, which could influence the normative data, particularly given gender differences in depression prevalence and symptom manifestation (Kuehner, 2017). Although including both genders is beneficial, an overrepresentation of one gender might bias the norms. Additionally, the ethnic makeup, consisting of only a few African American, Hispanic, and Asian students, is insufficient to capture the variability present in larger, more diverse populations.

Furthermore, critical demographic variables such as age, socioeconomic status, educational level, and geographic location are not specified. These factors significantly influence depression levels and should be incorporated into the sampling process to attain norms that are generalizable. The sample primarily features a specific demographic—university students—limiting its representativeness of the broader population, including different age groups, employment statuses, and cultural backgrounds.

In terms of research standards, a nationally representative normative sample would encompass participants across various age ranges, socioeconomic backgrounds, educational levels, and geographical areas (Cohen & Swerdlik, 2005). Such a sample would better reflect the diversity of the population and improve the test's validity and reliability. Therefore, while Dr. Zak's initial sample provides a starting point, it does not suffice for establishing robust norms applicable across diverse populations. Expanding and stratifying the sample would enhance the accuracy and generalizability of the assessment tool.

Regarding domain sampling, additional items should encompass a broader spectrum of depression indicators to increase content validity. Depression manifests through various symptoms, including cognitive, affective, somatic, and behavioral domains. Thus, questions should be added to evaluate concentration difficulties, decision-making problems, sleep disturbances, anxiety, suicidal ideation, sexual drive, family history of depression, and feelings of worthlessness (American Psychiatric Association, 2013). Including questions on interpersonal relationships, substance use, and occupational functioning would provide a more comprehensive picture of depressive symptoms.

Moreover, considering the heterogeneous nature of depression, employing dimensional and severity scales rather than binary responses (Yes/No) could improve sensitivity and diagnostic accuracy (Insel & Cuthbert, 2015). The addition of standardized questions aligned with DSM-5 criteria would also enhance content validity and clinical relevance. Using validated scales such as the Patient Health Questionnaire-9 (PHQ-9) or Beck Depression Inventory (BDI) as part of the domain sampling would ensure a comprehensive assessment.

To improve the test further, revisions should focus on increasing reliability and validity through the use of standardized scoring, clear item wording, and psychometrically validated items. Incorporating normative data derived from a large, stratified, and representative sample will allow practitioners to interpret individual scores accurately. Ultimately, expanding the domain coverage and ensuring psychometric robustness will result in a more reliable, valid, and clinically useful depression assessment instrument.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
• Cohen, R. J., & Swerdlik, M. E. (2005). Psychological Testing and Assessment: An Introduction to Tests and Measurement (6th ed.). McGraw-Hill.
• Insel, T. R., & Cuthbert, B. N. (2015). Brain disorders? Precisely. Science, 349(6255), 498-500.
• Kuehner, C. (2017). Why is depression more common among women than among men? The Lancet Psychiatry, 4(2), 146-158.
• Martin, Agnes, Noreen, Caroline, Sherry, W., & Tracy, R. (2013). Applying Resistance Theory to Depression in Black Women. Journal of Clinical Psychology, 69(3), 233-245.