Assessing Emotional Distress in Adolescents: Psychometrics of the Spanish Version of the Social Emotional Distress Scale-Secondary.

IF 1.7 4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Child & Youth Care Forum Pub Date : 2023-06-03 DOI:10.1007/s10566-023-09758-5

Tíscar Rodríguez-Jiménez, Verónica Vidal-Arenas, Raquel Falcó, Beatriz Moreno-Amador, Juan C Marzo, José A Piqueras

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引用次数: 0

Abstract

Background: The Social Emotional Distress Scale-Secondary (SEDS-S) is a short measure designed for comprehensive school-based mental health screening, particularly for using very brief self-reported measures of well-being and distress. Whereas prior studies have shown validity and reliability evidence for the English version, there is a lack of literature about its psychometric properties for Spanish-speaking youths.

Objective: To examine the psychometric properties of the SEDS-S in a large sample of Spanish adolescents, providing evidence of its reliability, structure, convergent and discriminant validity, longitudinal and gender measurement invariance, and normative data.

Methods: Participants were 5550 adolescents aged 12-18 years old. Test-retest reliability was examined using Cronbach's alpha and McDonald's omega coefficients, and evidence for convergent and discriminant validity was measured using Pearson's correlation. Confirmatory factor analysis (CFA) was used to examine structure validity, while multigroup and longitudinal measurement invariance analysis was conducted for longitudinal and gender latent structure stability.

Results: The CFA supported a unidimensional latent structure, which was also observed to be invariant between gender groups and over time. The scale showed evidence of reliability, with coefficients above .85. In addition, the SEDS-S score was positively related to measures assessing distress and negatively related to measures assessing well-being, thereby providing convergent/discriminant validity of the total scores.

Conclusion: This study provides the first evidence of the reliability and validity of the Spanish version of the SEDS-S for assessing emotional distress among adolescents, cross-sectionally and longitudinally. Furthermore, findings indicated that SEDS-S could be a suitable assessment tool for screening and program evaluation purposes at different contexts beyond the school setting.

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评估青少年的情绪困扰：西班牙语版社会情绪困扰量表的心理测量。

背景：中学社会情绪困扰量表（SED-S）是一项旨在进行全面的学校心理健康筛查的简短测量，特别是使用非常简短的自我报告的幸福感和困扰测量。尽管先前的研究已经显示了英语版本的有效性和可靠性证据，但缺乏关于其对西班牙语青年的心理测量特性的文献。目的：在大量西班牙青少年样本中检验SED-S的心理测量特性，为其可靠性、结构、收敛和判别有效性、纵向和性别测量不变性以及规范性数据提供证据。方法：参与者为5550名12-18岁的青少年。使用Cronbach的α和McDonald的ω系数检验测试-再测试的可靠性，并使用Pearson相关性测量收敛和判别有效性的证据。验证性因素分析（CFA）用于检验结构的有效性，而多组和纵向测量不变性分析用于纵向和性别潜在结构的稳定性。结果：CFA支持一维的潜在结构，也被观察到在性别组之间和随着时间的推移是不变的。该量表显示出可靠性的证据，系数在0.85以上。此外，SED-S评分与评估痛苦的指标呈正相关，与评估幸福感的指标负相关，从而提供总分的收敛/判别有效性。结论：本研究首次证明了西班牙版SED-S在评估青少年情绪困扰方面的可靠性和有效性，无论是横向还是纵向。此外，研究结果表明，SED-S可能是一种合适的评估工具，用于在学校环境之外的不同环境下进行筛查和项目评估。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child & Youth Care Forum PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

3.60

自引率

5.60%

发文量

期刊介绍： Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.