Psychometric properties of the Youth Anxiety Measure for DSM-5 (YAM-5) in a community sample

Simon, Ellin; Bos, Arjan E. R.; Verboon, Peter; Smeekens, Sanny; Muris, Peter

doi:10.1016/j.paid.2017.04.058

Cited by 26 publications

(36 citation statements)

References 16 publications

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“…The 28 items are rated on a 4point scale ranging from 0 (never) to 3 (always). A total anxiety score can be obtained by summing ratings across all items, which is reliable (in the present sample, Cronbach's α = .93) and also possesses good validity (Simon et al 2017).…”

Section: Methodsmentioning

confidence: 72%

The (non)Protective Role of Self-Compassion in Internalizing Symptoms: Two Empirical Studies in Adolescents Demonstrating Unwanted Effects of Using the Self-Compassion Scale Total Score

Muris

Otgaar

López³

et al. 2020

Mindfulness

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Objectives Several scholars have questioned the use of the total Self-Compassion Scale (SCS) score as an appropriate index for measuring self-compassion as a protective psychological trait. Methods We present two new studies to further examine the relationships between SCS or SCS-Short Form scores and symptoms of anxiety and depression in non-clinical samples of adolescents (Ns being 106 and 52). Results Both studies showed that most of the variance in internalizing symptoms was explained by the uncompassionate self-responding (USR) components of the SCS and that the share of the compassionate self-responding (CSR) was fairly small. Moreover, when controlling for other relevant variables (study 1: neuroticism and extraversion; study 2: self-esteem and lack of self-esteem), the unique contribution of CSR in explaining variance was even completely abolished. Conclusions We argue that the inclusion of the USR components in the SCS (1) hinders the proper investigation of the protective role of self-compassion, (2) inflates the relationship with internalizing symptoms, and (3) obscures the (fair) comparison with other etiological factors of psychopathology. Within a context of internalizing problems, the SCS or SCS-SF can better be viewed as an index of vulnerability than as a measure of protection.

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Section: Methodsmentioning

confidence: 72%

The (non)Protective Role of Self-Compassion in Internalizing Symptoms: Two Empirical Studies in Adolescents Demonstrating Unwanted Effects of Using the Self-Compassion Scale Total Score

Muris

Otgaar

López³

et al. 2020

Mindfulness

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“…Several self- and parent rating scales for anxiety symptoms have been constructed, and need to be adjusted to the changing perspectives as the diagnostic systems evolve. Recently, Muris and an expert group published an anxiety scale developed for the DSM-5 [ 18 – 20 ]. The Screen for Child Anxiety Related Emotional Disorders which is evaluated in the paper and that was published by Birmaher [ 21 ] in 1997 covering the classical anxiety disorders (Separation anxiety, Social Anxiety and GAD) as well as panic disorder and school phobia was developed for the DSM IV [ 22 ].…”

Section: Introductionmentioning

confidence: 99%

The Validity of the Screen for Child Anxiety Related Emotional Disorders Revised (SCARED-R) Scale and Sub-Scales in Swedish Youth

Ivarsson

Skarphéðinsson

Andersson

et al. 2017

Child Psychiatry Hum Dev

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We evaluated the clinical utility of the Swedish SCARED-R in child- and adolescent psychiatric outpatients (n = 239) and validated it against Longitudinal Expert All Data (LEAD) DSM IV diagnoses based on the Children’s Schedule for Affective Disorders and Schizophrenia (KSADS) and subsequent clinical work-up and treatment outcome. The SCARED-R total score and subscales had acceptable sensitivity/specificity for child and parent reports for cut-offs based on Receiver Operating Characteristics (ROC) curves, with mostly moderate area under the curve. Sensitivity ranged from 75% (parent rated social anxiety) to 79% [child rated Generalized Anxiety Disorder (GAD)]. Specificity, ranged from 60% for child-rated GAD to 88% for parent rated social anxiety. Parent-child agreement was moderate, and each informant provided unique information contributing to most diagnoses. In conclusion, the SCARED-R is useful for screening anxiety symptoms in clinical populations. However, it cannot replace interview based diagnoses, nor is it adequate to use just one informant.

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“…We use the Youth Anxiety Measure for DSM-5 (YAM-5, [54,55]) as a screening tool and to measure the development of anxiety over time. When completing the YAM-5, children also fill in their demographic features.…”

Section: Methodsmentioning

confidence: 99%

“…Youth anxiety measure for DSM-5 (YAM-5, [54,55]) The YAM-5 is a questionnaire that can be used to assess anxiety symptoms (or the anxiety level) in children and adolescents. This study focused on the child self-report version.…”

Section: Child Anxietymentioning

confidence: 99%

Development of ‘learn to dare!’: An online assessment and intervention platform for anxious children

Simon

Hullu

Bögels³

et al. 2020

BMC Psychiatry

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Background: Many children and adolescents suffer from problematic levels of anxiety, but the multitude of these children do not receive an intervention. It is of importance to increase the accessibility and availability of child anxiety interventions, as to identify and treat anxious children early and successfully. Online platforms that include information, assessments and intervention can contribute to this goal. Interventions for child anxiety are frequently based on Cognitive Behavioral Therapy, because of its strong theoretical and empirical basis. However, the working mechanisms of Cognitive Behavioral Therapy in children are poorly studied. To our knowledge, mediation studies on child anxiety are non-existent regarding online Cognitive Behavioral Therapy. Methods: We will aim at children aged 8-13 years with problematic anxiety. We recruit these children via the community setting, and refer them to our online platform 'Learn to Dare!' (in Dutch: 'Leer te Durven!'), https://leertedurven.ou.nl, where information about child anxiety and our research is freely accessible. After an active informed consent procedure, the participants can access the screening procedure, which will select the children with problematic anxiety levels. Thereafter, these children will be randomized to an online intervention based on Cognitive Behavioral Therapy (n = 120) or to a waitlist control (WL, n = 120). The intervention consists of 8 sessions with minimal therapist support and contains psycho-education, exposure (based on inhibitory learning), cognitive restructuring and relapse prevention. Child anxiety symptoms and diagnoses, cognitions, avoidance behavior and level of abstract reasoning are measured. Assessments are the same for both groups and are performed before and after the proposed working mechanisms are offered during the intervention. A follow-up assessment takes place 3 months after the final session, after which children in the waitlist control group are offered to take part in the intervention. Discussion: This protocol paper describes the development of the online platform 'Learn to Dare!', which includes information about child anxiety, the screening procedure, anxiety assessments, and the online intervention. We describe the development of the online intervention. Offering easy accessible interventions and providing insight into the working mechanisms of Cognitive Behavioral Therapy contributes to optimizing Cognitive Behavioral Therapy for anxious youth.

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Psychometric properties of the Youth Anxiety Measure for DSM-5 (YAM-5) in a community sample

Cited by 26 publications

References 16 publications

The (non)Protective Role of Self-Compassion in Internalizing Symptoms: Two Empirical Studies in Adolescents Demonstrating Unwanted Effects of Using the Self-Compassion Scale Total Score

The (non)Protective Role of Self-Compassion in Internalizing Symptoms: Two Empirical Studies in Adolescents Demonstrating Unwanted Effects of Using the Self-Compassion Scale Total Score

The Validity of the Screen for Child Anxiety Related Emotional Disorders Revised (SCARED-R) Scale and Sub-Scales in Swedish Youth

Development of ‘learn to dare!’: An online assessment and intervention platform for anxious children

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