Psychometric Properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED) in the General Adolescent Population

Hale, William W.; Raaijmakers, Quinten A. W.; Muris, Peter; Meeus, Wim

doi:10.1097/00004583-200503000-00013

Cited by 199 publications

(220 citation statements)

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“…The five factor structure has been confirmed in age-comparable non-clinical samples (Hale, Raaijmakers, Muris & Meeus, 2005; Muris, Merckelbach, Schmidt & Mayer, 1999), as has the internal consistency: α ranging from .64 to .94 (Muris et al, 1999), .74 to .95 (study 1) and .73 to .93 (study 2) (Muris et al, 1998b), .74 to .95 (study 1), .72 to .95 (study 2) van Dongen, 1998a) and .76 to .94 (Muris &Steerneman, 2001). The SCARED is also invariant across gender (Hale et al, 2005) Children completed our adapted CW-BIS and that of Muris et al (2005) in a random order. …”

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confidence: 67%

“…In child clinical samples, child and parent versions of the SCARED correspond moderately (rs ranged from .20 to .47 and .22 to .39) and the scale has good internal consistency (Cronbach's α ranged from .74 to .89 and 78 to .87), testretest reliability was good (intraclass correlation coefficients ranged from .70 to .90 in the 1997 study), and consistently has a five factor structure (Birmaher et al, 1997(Birmaher et al, , 1999. The five factor structure has been confirmed in age-comparable non-clinical samples (Hale, Raaijmakers, Muris & Meeus, 2005;Muris, Merckelbach, Schmidt & Mayer, 1999), as has the internal consistency: α ranging from .64 to .94 (Muris et al, 1999), .74 to .95 (study 1) and .73 to .93 (study 2) (Muris et al, 1998b), .74 to .95 (study 1), .72 to .95 (study 2) (Muris, Merckelbach, van Brakel, Mayer, & van Dongen, 1998a) and .76 to .94 (Muris & Steerneman, 2001). …”

Section: Screen For Child Anxiety Related Disorders (Scared)mentioning

confidence: 93%

“…The SCARED is also invariant across gender (Hale et al, 2005) Children completed our adapted CW-BIS and that of Muris et al (2005) in a random order.…”

Section: Screen For Child Anxiety Related Disorders (Scared)mentioning

confidence: 99%

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The behavioral inhibition system and the verbal information pathway to children's fears.

Field

2006

Journal of Abnormal Psychology

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The behavioral inhibition system (BIS) is the neurological substrate of trait anxiety and is linked to the development of anxiety disorders. Three experiments are reported that investigate the moderating influence of the BIS on one pathway to fear: threat information. In all studies, children were given verbal information about a set of novel animals and their BIS sensitivity was measured. The results suggest that BIS sensitivity (1) facilitates attentional biases to stimuli associated with threat information; and (2) facilitates behavioral avoidance of novel stimuli associated with threat information. This suggests a possible mechanism through which the behavioral inhibition system may promote the acquisition of animal fears. 3The Behavioral Inhibition System and the Verbal Information Pathway to Children's Fears Rachman (1977) proposed that fears could be acquired through three pathways: direct negative conditioning experiences, learning through observing others, and fear transmitted through verbal information. Retrospective studies have shown support for all three pathways (see King, Gullone & Ollendick, 1998;Merckelbach, De Jong, Muris & van den Hout, 1996 for reviews), however, the information pathway remains the least experimentally studied. AlthoughRachman did not formalize a mechanism through which fear information would have an effect, modern theories of fear development are intrinsically linked to the verbal information pathway.Davey (1997) has pointed out that there are two roles for moderating factors in conditioning models of fear acquisition. The first is through creating expectancies about the likely outcome of an encounter with a conditioned stimulus, CS (expectancy evaluations). The second is through moderating the aversiveness of the unconditioned stimulus (US) or US representation (US Revaluation processes). Threat information could affect both processes by (1) creating expectancies or beliefs about likely outcomes of subsequent conditioning episodes and (2) by revaluing a previously innocuous experience such that its mental representation comes to act as a negative US. In terms of expectancy evaluations, Davey (1997) noted a body of conditioning research suggesting that the core CS-US association driving acquired fear responses in humans is influenced by existing beliefs about the likely outcome of interacting with the CS. For example, a child believing that a dog will bite her who is subsequently bitten will have a stronger dogtrauma association than a child for whom the bite conflicts with their prior assumptions (see Field, in press).Although retrospective studies have shown that threat information contributes to the development of fears, these reports will be prone to memory bias and forgetting of potentially important learning episodes (see King, Gullone & Ollendick, 1998;Merckelbach, De Jong, Muris & Van den Hout, 1996 for reviews). Field, Argyris & Knowles (2001) have developed an experimental paradigm for looking at the effects of fear information in the development of ani...

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confidence: 67%

Section: Screen For Child Anxiety Related Disorders (Scared)mentioning

confidence: 93%

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The behavioral inhibition system and the verbal information pathway to children's fears.

Field

2006

Journal of Abnormal Psychology

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“…Adolescents completed the social and separation anxiety subscales of the Screen for Child Anxiety and Emotional Disorders (SCARED), 36,37 a self-report measure of anxiety symptoms with wellestablished psychometric properties. [36][37][38][39] Adolescents indicated how much each of 16 statements ''seems to describe them'' in the last 3 months using a 3-point Likert scale (0 = not true or hardly ever true to 2 = very true or often true). Sample items on the social anxiety subscale include ''I don't like to be with people I don't know well'' and ''I feel nervous when I am with other children or adults and I have to do something while they watch me.''…”

Section: Methodsmentioning

confidence: 99%

Youth and Parent Versions of the Asthma-Related Anxiety Scale: Development and Initial Testing

Bruzzese

Unikel

Shrout

et al. 2011

Pediatric Allergy, Immunology, and Pulmonology

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Among adults, anxiety related to asthma has been acknowledged to influence asthma self-management. However, it has not been addressed in pediatric samples and there have been no measures developed to assess asthma-related anxiety in youth or parents. The objective of this study was to develop and test the psychometric properties of novel instruments assessing asthma-related anxiety: the Youth Asthma-Related Anxiety Scale (YAAS) and Parent Asthma-Related Anxiety Scale (PAAS). Scale items were analyzed for content validity. We determined the factor structure using exploratory factor analysis and tested the scales' psychometric properties with 285 Hispanic and African American early adolescents with uncontrolled asthma (mean age = 12.8) and their parents (n = 230) who participated in a larger randomized control trial testing the efficacy of an asthma intervention; control group families (134 youth and 103 parents) provided follow-up data to assess temporal stability. Both the YAAS and PAAS contained 2 factors with Cronbach alpha coefficients ranging from 0.75 to 0.90. The 2 factors, anxiety about asthma severity and about disease-related restrictions, were highly correlated within each measure. The measures displayed content and construct validity and demonstrated moderate temporal stability over 2-3 months (range: 0.36-0.42). The YAAS and PAAS have adequate psychometric properties and can meaningfully contribute to the assessment of asthma-related anxiety in adolescents and their parents, filling a clinical need in this population.

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“…It has been shown to be a reliable and valid measure (Birmaher et al, 1997;Muris, Merckelbach, Van Brakel, & Mayer, 1999;Muris & Steerneman, 2001). Its factor structure has consistently been replicated among early and middle adolescents, and boys and girls (Hale, Raaijmakers, Muris, & Meeus, 2005). The SCARED consists of 38 items and contains five subscales: panic disorder symptoms (13 items), social anxiety symptoms (4 items), separation anxiety symptoms (8 items), generalized anxiety symptoms (9 items) and school phobia symptoms (4 items).…”

Section: Anxiety the Screen For Child Anxiety Related Emotional Disomentioning

confidence: 99%

The dynamics of personality and identity in adolescence

Klimstra

2012

European Journal of Developmental Psychology

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Portions of this chapter will be published as: Klimstra, T. A., Hale, W. W., Raaijmakers, Q. A. W., Branje, S. J. T., & Meeus, W. H. J. (in press). Personality assessment and maturation. In R. J. R. Levesque (Ed.), Encyclopedia of adolescence. Heidelberg, Germany: SpringerVerlag. General Introduction 12 Chapter 1. General introductionWhen persons describe themselves, they are typically referring to certain characteristics, such as "outgoing", "nervous", "messy", "friendly" and "creative". Exactly these kinds of characteristics define one's personality. In personality psychology, which focuses on individual differences in the just-mentioned characteristics, there has been a longstanding debate on what would be the most appropriate set of characteristics to describe people by. In the last twenty years, there has been a growing consensus on this issue, as a majority of researchers now agree that personality characteristics can be subsumed in five broad traits: the Big Five (Caspi, Roberts, & Shiner, 2005). These five broad factors are Extraversion, Agreeableness, Conscientiousness, Emotional Stability, and Openness to Experience (McCrae & Costa, 1987).Extraversion (as opposed to introversion) refers to being dominant, outgoing and energetic in interpersonal situations. Extraverted individuals tend to enjoy social attention and experience frequent positive moods. Agreeableness encompasses a wide range of characteristics that are all indicative of an individual's competence and willingness to maintain positive and reciprocal relationships with others; in other words, pro-social behavioral tendencies. Conscientiousness refers to personal characteristics indicative of behavioral and cognitive control. Conscientious individuals are neat, orderly, and responsible persons, who have little trouble with dividing their attention in an optimal way. Emotional Stability (as opposed to Neuroticism) is indicative of a person's ability to deal with negative emotions in an effective manner. A person with low levels of Emotional Stability is often insecure, has a tendency to experience negative moods, gets frustrated easily, and is commonly anxious. Openness to Experience refers to a person's style of dealing with new information and opportunities. It comprises aspects such as creativity, imagination, originality, and curiosity.Another aspect of the self that becomes more salient in adolescence is identity (Erikson, 1950(Erikson, , 1968. Identity has been conceptualized as "self-sameness and continuity to… the style of one's individuality, and that this style coincides with the sameness and continuity of one's meaning for significant others in the immediate community" (Erikson, 1968, p. 50).Although Erikson's (1950Erikson's ( , 1968 initial work on identity sparked an interest in research on the topic, it could not be directly translated into an empirically testable construct. To overcome this problem, Marcia (1966) elaborated on Erikson's work and developed the identity status paradigm. In this paradigm, the focus is on two key pro...

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Psychometric Properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED) in the General Adolescent Population

Cited by 199 publications

References 31 publications

The behavioral inhibition system and the verbal information pathway to children's fears.

The behavioral inhibition system and the verbal information pathway to children's fears.

Youth and Parent Versions of the Asthma-Related Anxiety Scale: Development and Initial Testing

The dynamics of personality and identity in adolescence

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