PASCET is a brief (11-15 sessions) CBT program for depressed youths typically aged 8-15. Sessions and practice assignments are built on findings concerning cognitive and behavioral features of youth depression (e.g., Lewinsohn et al., 1990; Stark et al., 1987), and on the two-process model of perceived control and coping (Rothbaum, Weisz, & Snyder, 1982; Weisz et al., 1984a,b). In this model, primary control involves efforts to cope by making objective conditions (e.g., one's activities, one's peer status) conform to one's wishes. In contrast, secondary control involves coping by adjusting oneself (e.g., one's expectations, interpretations) to fit objective conditions, so as to influence their subjective impact without altering the actual conditions. The goal is for youngsters to build their skills in primary and secondary control coping, and apply those skills to events and conditions that can trigger depression. Therapists are guided by a Therapist's Manual and use a youth workbook.

Clinicians rate 17 symptom areas covering academic, social, health and cognitive functioning. Administered alone, the CDRS-R takes 15-20 minutes to complete. Administered with the ADIS-IV, it requires an additional 5 minutes with the parent or child because many questions overlap. The majority of ratings also get completed by the Interviewer after the ADIS is completed (not directly with parent or child).

a brief 25-item behavioral screening questionnaire assessing 5 domains (emotional symptoms, conduct problems, hyperactivity/inattention, peer relationships problems, and prosocial behaviors). Parents and youth will rate this at pre- and posttreatment.

a brief 25-item behavioral screening questionnaire assessing 5 domains (emotional symptoms, conduct problems, hyperactivity/inattention, peer relationships problems, and prosocial behaviors). Parents and youth will rate this at pre- and posttreatment.

The STAIC-Trait scale (Speilberger et al., 1973) is a 20-item scale that assesses global anxiety that remains consistent across situations (trait anxiety). Only youth will complete this measure. Normative and reliability data are available (Spielberger et al., 1973). Factor-analytic studies support the state-trait distinction (Finch, Kendall, & Montgomery, 1974).

The STAIC-Trait scale (Speilberger et al., 1973) is a 20-item scale that assesses global anxiety that remains consistent across situations (trait anxiety). Only youth will complete this measure. Normative and reliability data are available (Spielberger et al., 1973). Factor-analytic studies support the state-trait distinction (Finch, Kendall, & Montgomery, 1974).

RCADS-C/P (Chorpita, Yim, Moffitt, Umemoto,& Francis, 2000) is a 47-item scale whose items correspond closely to DSM-IV anxiety and major depressive disorders. Parallel parent and child versions will be used. Factor analysis has yielded subscales associated with the diagnoses of interest (e.g., Separation Anxiety Disorder, Social Phobia, Generalized Anxiety Disorder, Major Depressive Disorder). The subscales demonstrated good factorial validity, internal consistency, one-week test-retest reliability, and good convergent and discriminant validity (Chorpita et al., 2000). It has also demonstrated reasonable convergent validity with other leading anxiety and depression measures (e.g., Revised Children's Manifest Anxiety Scale, Children's Depression Inventory; Chorpita et al., 2000). The RCADS-Parent Form (RCADS-P) is a 47-item parent-report version of the youth RCADS.

The depression subscale is the 10-items from the long form that assesses depression symptoms.

Multidimensional Anxiety Scale for Children - Child and Parent Forms (March, 1997). The MASC includes both a long form (39-items) and a short form (10-items; MASC-10) designed for repeated assessments. Parallel parent and child versions will be used. The long form consists of 39 items, rated on a "0" (Never True) to "3" (Often True about me) scale, distributed across four broad scales (Physical Symptoms, Harm Avoidance, Social Anxiety, Separation/Panic) that also has six subscales. The MASC has been normed on large samples and is one of the most widely used anxiety symptom measures. The 10-item short form (MASC-10) can be administered rapidly (1 min) for repeated testing.

Multidimensional Anxiety Scale for Children - Child and Parent Forms (March, 1997). The MASC includes both a long form (39-items) and a short form (10-items; MASC-10) designed for repeated assessments. Parallel parent and child versions will be used. The long form consists of 39 items, rated on a "0" (Never True) to "3" (Often True about me) scale, distributed across four broad scales (Physical Symptoms, Harm Avoidance, Social Anxiety, Separation/Panic) that also has six subscales. The MASC has been normed on large samples and is one of the most widely used anxiety symptom measures. The 10-item short form (MASC-10) can be administered rapidly (1 min) for repeated testing.

This is the 10-item brief form of the MASC.

The CES-D (parent and child forms) includes 20 items designed to assess depressed mood, feelings of worthlessness/guilt, sense of helplessness/hopelessness, psychomotor retardation, loss of appetite, and sleep disturbance. Parallel parent and child versions will be used. Using a four-point scale, respondents indicate the frequency with which symptoms have been experienced during the past week. Response categories include 0 = rarely (less than 1 day); 1 = little (1-2 days); 2 = moderately (3 to 4 days); or 3 = most of the time (5-7 days). Four items are reverse-scored, and a composite is calculated by summing item responses (range 0-60). CES-D was developed with adults but has been applied without adaptation to young adolescents. A cutoff point of 16 and above for screening adolescents for current major depressive disorder or dysthymia is considered optimal.

The CES-D (parent and child forms) includes 20 items designed to assess depressed mood, feelings of worthlessness/guilt, sense of helplessness/hopelessness, psychomotor retardation, loss of appetite, and sleep disturbance. Parallel parent and child versions will be used. Using a four-point scale, respondents indicate the frequency with which symptoms have been experienced during the past week. Response categories include 0 = rarely (less than 1 day); 1 = little (1-2 days); 2 = moderately (3 to 4 days); or 3 = most of the time (5-7 days). Four items are reverse-scored, and a composite is calculated by summing item responses (range 0-60). CES-D was developed with adults but has been applied without adaptation to young adolescents. A cutoff point of 16 and above for screening adolescents for current major depressive disorder or dysthymia is considered optimal.

For youth 13 years and older, diagnosticians will complete the Adolescent Alcohol and Drug Involvement Scale (AADIS) to screen for alcohol and substance use. All teens will be asked if they have ever used tobacco, alcohol, or marijuana and then interviewers will give a general prompt for other substance use. If the teen endorses use of other elicit or controlled substances, frequency ratings will be obtained. If the teen endorses any substance use, the interviewer will administer an additional 14 items assessing the context, function, and history of drug and alcohol use. The AADIS has been tested to be reliable and appropriate for adolescent respondents (Winters, 2003).

The OBVQ (Solberg & Olweus, 2003), designed for grades 3-10, is used to assess experiences with being bullied and bullying others. The OBVQ will be administered as an interview, individually with the child and parent/s, following the other clinician-administered measures (ADIS, AADIS, SACA). A shortened and revised version of the original OBVQ (28 items) will be used that includes global assessment of being bullied and bullying others, as well as specific items that assess nine different forms of bullying including hitting and kicking, spreading false rumors, ignoring peers, and bullying of a sexual or racial nature. The OBVQ demonstrated adequate internal consistency (alpha > .80), and construct and criterion-related validity have been reported (Solberg & Olweus, 2003).

The MBIS is a recently developed measure (Chu, B. C., Hoffman, L., Johns, A., Reyes-Portillo, J., & Hansford, A, 2014) that assesses socio-emotional impairment related to bullying in school-aged youth. The BIS is a 44-item measure, rated 0 (not at all) to 3 (most of the time; total range: 0 - 60). Initial piloting demonstrated that BIS total scores correlated with bullying experiences and anxiety and depressive symptoms (Chu et al., 2014). Items begin with the clause, "When I have been bullied, I..." and assess the frequency that victimization negatively impacts family relations, peer relations, academic performance and attendance, and extracurricular participation.

The CBCL (Achenbach, 2001) is a 118-item parent-report scale assessing behavioral problems and social competencies. Only parents will complete this measure. Items are rated from not true (0) to very true or often true (2). The CBCL has broadband internalizing and externalizing factors and eight specific scales (e;g., anxiety-depression). Normative data are available. The CBCL has high retest reliability, interparent agreement, and validity. It was highly correlated with similar parent measures of child behavior, and scaled scores and clinical cutpoints discriminated between referred and nonreferred children.

The CBCL (Achenbach, 2001) is a 118-item parent-report scale assessing behavioral problems and social competencies. Only parents will complete this measure. Items are rated from not true (0) to very true or often true (2). The CBCL has broadband internalizing and externalizing factors and eight specific scales (e;g., anxiety-depression). Normative data are available. The CBCL has high retest reliability, interparent agreement, and validity. It was highly correlated with similar parent measures of child behavior, and scaled scores and clinical cutpoints discriminated between referred and nonreferred children.

The RSQ (Connor-Smith et al., 2000) will be used to assess youth-self-reports and parent-reports of the use of primary control and secondary control coping strategies in response to significant life stressors. Research with three samples of adolescents and two samples of parents (reporting on their adolescents) has shown good evidence for the psychometric integrity of the measure. The factor structure of the RSQ has been tested and replicated using confirmatory factor analysis across three stressor classes in two samples. And both internal consistency and retest reliability of the five factors are strong, across samples. Across samples, scores on the primary and secondary control coping factors have shown strong negative correlations with both internalizing and externalizing problems. The parent form consists of 68 items and can be administered to target anxiety (RSQP-Scared) or depressive feelings (RSQP-Bad). The child form (Responses to Stress) is a shorter 30-item scale.

The RSQ (Connor-Smith et al., 2000) will be used to assess youth-self-reports and parent-reports of the use of primary control and secondary control coping strategies in response to significant life stressors. Research with three samples of adolescents and two samples of parents (reporting on their adolescents) has shown good evidence for the psychometric integrity of the measure. The factor structure of the RSQ has been tested and replicated using confirmatory factor analysis across three stressor classes in two samples. And both internal consistency and retest reliability of the five factors are strong, across samples. Across samples, scores on the primary and secondary control coping factors have shown strong negative correlations with both internalizing and externalizing problems. The parent form consists of 68 items and can be administered to target anxiety (RSQP-Scared) or depressive feelings (RSQP-Bad). The child form (Responses to Stress) is a shorter 30-item scale.

The BADS-Y is a 26-item adaptation of the adult BADS (Kanter et al., 1997; Kanter et al., 1999), rated on a "0" (Not at All) to "6" (Completely) scale, designed to assess level of behavioral activation and avoidance. Factor analysis in the adult version detected four factors: Activation, Avoidance/Rumination, Work/School Impairment, and Social Impairment) with good factor structure, internal consistency and test-retest reliability. Normative data was also collected in an adult community sample. BADS-A was adapted for the current study to reflect developmentally appropriate reading level and concepts.

The BADS-Y is a 26-item adaptation of the adult BADS (Kanter et al., 1997; Kanter et al., 1999), rated on a "0" (Not at All) to "6" (Completely) scale, designed to assess level of behavioral activation and avoidance. Factor analysis in the adult version detected four factors: Activation, Avoidance/Rumination, Work/School Impairment, and Social Impairment) with good factor structure, internal consistency and test-retest reliability. Normative data was also collected in an adult community sample. BADS-A was adapted for the current study to reflect developmentally appropriate reading level and concepts.

CATS (Schniering & Rapee, 2002) is a 40-item child-report measure designed to assess negative self-statements in children and adolescents. The CATS was developed and validated on a wide age range of youth (7 - 16 years old) and found to effectively discriminate between non-clinical youth and those with clinical anxiety, depression, and behavior disorders. Confirmatory factor analyses supported four distinct but strongly correlated factors relating to automatic thoughts on physical threat, social threat, personal failure and hostility. The internal consistency of the total score and subscales was high (α > .85) and test-retest reliability at 1 and 3 months was acceptable (r = .91).

AFARS (Chorpita, Daleiden, Moffitt, Yim, & Umemoto, 2000) is a 27-item child-report measure that assesses affective dimensions related to anxiety and depression. Consistent with the Tripartite theory of internalizing disorders, factor analysis of large, multi-ethnic samples support a three factor structure of Negative Affect, Positive Affect, and Physiological Hyperarousal. Validation studies have provided preliminary evidence of acceptable 1-week test-retest reliability, convergent validity, and discriminant validity for the AFARS PA, NA, and PH scales Daleiden, CHorpita, & Lu, 2000).

DERS (Gratz & Roemer, 2004) is a 41-item measure evaluating six domains of emotion regulation, including: (1) Nonacceptance of Emotional Reponses (Non-acceptance), (2) Difficulties Engaging in Goal-Directed Behavior (Goals), (3) Impulse Control Difficulties (Impulse), (4) Lack of Emotional Awareness (Awareness), (5) Limited Access to Emotion Regulation Strategies (Strategies), and (6) Lack of Emotional Clarity (Clarity). The Difficulties Engaging in Goal-Directed Behavior subscale is most conceptually related to distress tolerance. The DERS has demonstrated good test-retest reliability over a period of 4-8 weeks (r = 0.88, p < .01), adequate internal consistency for each subscale (α > .80), and high internal consistency (α = 0.93). Items are rated on a 5-point scale ranging from (1) almost never to (5) almost always, with higher scores indicating greater emotion dysregulation.

The REACT system (Chu, Skriner, Silk, & Nock, 2009) is an electronic diary system that can be completed by a respondent on a smart phone, ipod, or computer via a website. The 169 screen interview is administered through the Symtrend mobile application (https://www.symtrend.com/) which provides a customizable interface for creating electronic diary interviews. REACT will be used to evaluate relations between mood and coping at three points in treatment (intake, midtreatment, and posttreatment). It has been piloted with 53 youth (ages 12-14 years old; Chu, Crocco, Esseling, Areizaga, Lindner, & Skriner, 2016) and reliably distinguished non-clinical youth from anxious/depressed youth in frequency of behavioral disengagement and intensity of emotions experienced.

The Rearing Behaviors Questionnaire is a 33-item instrument designed to capture three aspects of parenting behavior: Psychological Control, Autonomy versus Overprotection, and Acceptance versus Rejection. The RBQ combines the 23-item Mother-Father-Peer Inventory (MFP; Epstein, 1983) with the 10-item Psychological Control subscale of the Child Report of Parental Behavior Inventory (CRPBI; Schludermann & Schludermann, 1970), creating a measure that taps parenting constructs reflective of etiological models of anxiety disorders in children.

The Rearing Behaviors Questionnaire is a 33-item instrument designed to capture three aspects of parenting behavior: Psychological Control, Autonomy versus Overprotection, and Acceptance versus Rejection. The RBQ combines the 23-item Mother-Father-Peer Inventory (MFP; Epstein, 1983) with the 10-item Psychological Control subscale of the Child Report of Parental Behavior Inventory (CRPBI; Schludermann & Schludermann, 1970), creating a measure that taps parenting constructs reflective of etiological models of anxiety disorders in children.

is a 90-item multi-respondent (parent/child) scale that measures each member's perspective on family environment. Four of the 10 subscales (36 items) will be used to assess control (degree of set rules and procedures used to run the family), cohesion (degree of commitment to help and support family members), independence (extent to which family members are assertive and self sufficient), and conflict (amount of openly expressed anger and conflict). The FES is the most widely used measure of family climate with well-documented reliability and validity (Moos & Moos, 2009). The four chosen subscales have also been most consistently associated with internalizing (anxiety/depression) problems in youth. Respondents complete 36 True/False statements about their families; lower scores equate to more negative family environments.

The MMF and the MMM (Wood, Kiff, & Piacentini, 2005) are 33-item child-report scales designed to assess the child's perspective of concrete, observable parent-child interactions that have occurred during a 1-week timeframe. The two companion scales allow the child to report on interactions with both father and mother. Items focus on (a) parents providing help with private daily routines that most school-age children are capable of performing independently (e.g., dressing, bathing), (b) intrusions on children's personal space (lying with child on his/her bed at night), and (c) infantilizing behavior (e.g., using baby words).

The MMF and the MMM (Wood, Kiff, & Piacentini, 2005) are 33-item child-report scales designed to assess the child's perspective of concrete, observable parent-child interactions that have occurred during a 1-week timeframe. The two companion scales allow the child to report on interactions with both father and mother. Items focus on (a) parents providing help with private daily routines that most school-age children are capable of performing independently (e.g., dressing, bathing), (b) intrusions on children's personal space (lying with child on his/her bed at night), and (c) infantilizing behavior (e.g., using baby words).

The DASS-21 is a widely used self-report measure that assesses symptoms of anxiety, stress, and depression in adults. Parents will complete this measure about themselves. The DASS-21 will be used to assess the parent's own symptom and stress levels. It asks respondents to indicate the extent to which each item was applicable over the previous week using a 0-3 scale with the following response options: did not apply to me (0), applied to me to some degree, or some of the time (1), applied to me a considerable degree, or a good part of the time (2), applied to me very much, or most of the time (3). The DASS-21 distinguishes well between features of depression, physiological arousal, and psychological tension (Antony, Beiling, Cox, Enns, & Swinson, 1998), and has scores in the acceptable to excellent ranges. Additionally, the measure has been demonstrated to be a valid tool for assessing client outcomes in routine clinical practice (Ng, Trauer, Dodd, Callaly, Campbell, & Berk, 2007).

The PCIQ (Wood, Kiff, & Piacentini, 2005) is the parent-report version of the MMF and MMM parent-child interaction scales. The parent version uses a rating scale that is based on the frequency of each behavior: 1 (This never or almost never occurred [0-1 days this week]), 2 (This sometimes occurred [2-5 days this week]), or 3 (This almost always occurred [6-7 days this week]).

PAAQ (Cheron, Ehrenreich, & Pincus, 2009). The PAAQ is a 15-item questionnaire based on Hayes' Acceptance and Action Questionnaire (2004), but modified to assess experiential avoidance specifically in the context of parenting. Parents report attitudes toward their child's distress on a Likert-type scale ranging from Never True (1) to Always True (7). The PAAQ is comprised of two factors, Unwillingness (parents' unwillingness to witness their child experience negative emotion) and Inaction (parents' inability to effectively manage their reactions to their child's affect). Psychometric data indicate moderate test-retest reliability, r=.72, and support the temporal stability, internal consistency, and criterion validity of the measure.

SCWT (Stroop, 1935), used with children 6 years and older, assesses selective attention, response inhibition, and controlled cognitive processing. In its standard format (Golden, 1978), the SCWT features three subtests: Stroop Word (SW), Stroop Color (SC), and Stroop Color-Word (SCW). All three Stroop subtests comprise 100 items and scoring is based on the number of items read or named correctly within a 45-second time interval. All three subtests have demonstrated good test-retest reliability (r > 0.80; Connor, Franzen, & Sharp, 1988; Graf, Utte, & Tuokko, 1995).

ES (Weissman, 2007; adapted from Taghavi et al., 2003) features four subtests each comprising twelve words categorized threat-related, depression-related, happy, or neutral. The format and administration of the four modified Stroop subtests match the standard SCWT, and the order of the words were randomly generated for the current study. The adapted Stroop task used in the current investigation does not have well-documented psychometric properties. However, studies using a similar task have reported large effect sizes for anxiety-control group comparisons for threat versus neutral words (e.g., Taghavi et al., 2003; Cohen's d=.79)

The TASC and TASA (Shirk & Saiz, 1992) assess quality of youths' working alliance with their therapists. The 12-item scale comes in both a youth-report form and a parent-report form (parents reporting on their youth's relationship with the therapist). The youth measure has shown good internal consistency in a sample of 44 clinic-referred youth (alpha = .84), and good 7-14-day test-retest reliability (r=.65) in a sample of 16 clinic-referred youth. The parent measure has also shown good internal consistency in a sample of 47 parents of clinic-referred youth (alpha=.92), and good 7-14-day test-retest reliability (r=.82) in a sample of 25 parents of clinic-referred youth.

The TASC and TASA (Shirk & Saiz, 1992) assess quality of youths' working alliance with their therapists. The 12-item scale comes in both a youth-report form and a parent-report form (parents reporting on their youth's relationship with the therapist). The youth measure has shown good internal consistency in a sample of 44 clinic-referred youth (alpha = .84), and good 7-14-day test-retest reliability (r=.65) in a sample of 16 clinic-referred youth. The parent measure has also shown good internal consistency in a sample of 47 parents of clinic-referred youth (alpha=.92), and good 7-14-day test-retest reliability (r=.82) in a sample of 25 parents of clinic-referred youth.

The CIRS (Chu & Kendall, 2004) is a 10-item child involvement rating scale originally designed as an observational coding scale. The therapist-report version (CIRS-T) allows the therapist to provide the therapist's perspective on child engagement each session. Six items assess examples of positive child engagement and four items assess negative child engagement. The CIRS has demonstrated strong internal consistency (coefficient alpha = .73), good re-test reliability (ICC= .59), and strong inter-rater reliability (ICC= .76) (Chu & Kendall, 2004).

An important question to ask about any treatment program is whether it reduces the need for other services. To address this question for the VGTS, we rely on the SACA (Horwitz et al., 2001), a standardized interview for parents, tapping use of mental health services across a broad spectrum (including outpatient, inpatient, and school-based). SACA reliability and validity data are now well-documented (Hoagwood et al., 2000; Horwitz et al., 2001; Stiffman et al., 2000).