Assessment Tools

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A

TITLE OF THE PORTUGUESE VERSION

Escala das experiências dissociativas para adolescentes

ORIGINAL VERSION

Armstrong, J. G., Putnam, F. W., Carlson, E. B., Libero, D. Z., & Smith, S. R. (1997)

PORTUGUESE VERSION

Espirito-Santo, H., Lopes, M., Simões, S., Cunha, M., & Lemos, L. (2014)

GENERAL DESCRIPTION

CHARACTERIZATION: self-response instrument based on DSM dissociation characterization with the objective of evaluating dissociative experiences in adolescents. STRUCTURE AND SCORING: 11 items answered through a Likert scale from 0 (never) to 10 (always). The total score derives from the sum of the scores of all items divided by the number of items, ranging from 0 to 10 (high dissociation). PSICOMETRIC CHARACTERISTICS: The internal consistency measured by Cronbach’s Alpha model showed a value of 0.94. The factorial analysis of the scale structure revealed a solution of one factor that explained 38.8% of the variance. The A-DES discriminated between adolescents with mental health problems (M ± SD = 3.89 ± 1.84) and healthy adolescents (M ± SD = 2.06 ± 1.41). CUTOFF SCORE: Receiver Operating Curve confirmed the value 4 determined in other studies.

REFERENCES

Armstrong, J. G., Putnam, F. W., Carlson, E. B., Libero, D. Z., & Smith, S. R. (1997). Development and validation of a measure of adolescent dissociation: The Adolescent Dissociative Experiences Scale. The Journal of nervous and mental disease, 185(8), 491-497.
Espirito-Santo, H., Lopes, M., Simões, S., Cunha, M., & Lemos, L. (2014). Psychometrics and correlates of the Adolescent Dissociative Experiences Scale in psychological disturbed and normal Portuguese adolescents. 22nd European Congress of Psychiatry. Munique: European Psychiatric Association. http://repositorio.ismt.pt/handle/123456789/668

CONTACTS

Helena Espírito Santo

TITLE OF THE PORTUGUESE VERSION

Escala de Atitudes Perante os Problemas de Saúde Mental

ORIGINAL VERSION

Gilbert, P., Bhundia, R., Mitra, R., McEwan, K., Irons, C., & Sanghera, J. (2007)

PORTUGUESE VERSION

Cabral, J., Barreto Carvalho, C., da Motta, C., Sousa, M., & Gilbert, P. (2016)

GENERAL DESCRIPTION

The ATMHP (Gilbert et al., 2007) comprises 35 items assessing different aspects of attitudes and shame referring to mental health problems. The response options range from 0 (do not agree at all) to 3 (completely agree). Higher scores in this scale indicate more negative attitudes toward mental health problems. The Portuguese vertion of the scale is composed of six sections:

Factor 1 Community’s Attitudes Towards Mental Health Problems (alpha .925);
Factor 2 Family Attitudes Towards Mental Health Problems (alpha .909);
Factor 3 Internal Shame (alpha .922);
Factor 4 Reflected Shame on Family (alpha .859);
Factor 5 Worries About Reflected Shame on Family (alpha .838);
Factor 6 Reflected Shame on the Self (alpha .902).

All values are either good or very good indicators of the measure’s reliability.

REFERENCES

Cabral, J., Barreto Carvalho, C., daMotta, C., Sousa, M., & Gilbert, P. (2016). Attitudes Towards Mental Health Problems Scale: Confirmatory Factor Analysis and validation in the Portuguese population. American Journal of Psychiatric Reha-bilitation, 19. doi:10.1080/15487768.2016.1197860
Gilbert, P., Bhundia, R., Mitra, R., McEwan, K., Irons, C., & Sanghera, J. (2007). Cultural differences in shame-focused attitudes towards mental health problems in Asian and non-Asian student women. Mental Health, Religion & Culture, 10, 127-141. doi:10.1080/13694670500415124

CONTACTS

Joana Moura Cabral

TITLE OF THE PORTUGUESE VERSION

Questionário de Pensamentos Automáticos-Revisto

ORIGINAL VERSION

Kendall, P. C., Howard, B. L., & Hays, R. C. (1989)

PORTUGUESE VERSION

Pereira, I., Matos, A., & Azevedo, A. (2014)

GENERAL DESCRIPTION

Cognitive models of psychopathology have emphasized the role of cognitions and automatic thoughts in Depression. Assessment of these self- statements has proved to be essential not only to distinguish between depressed and non-depressed subjects, but also because of its use in therapy. The current investigation presents the fatorial structure of the Portuguese version of the Automatic Thoughts Questionnaires – Revised (QPA-R; Automatic Thoughts Questionnaire-Revised, ATQ-R; Kendall, Howard, & Hays, 1989) which was developed to evaluate depressogenic cognitions and studies its relationship with depressive symptomatology. The sample is comprised by 245 adolescents from the general population, 88 males and 157 females, aged 14 to 18 (M=15.61; SD = 1.3). Fatorial analysis revealed three fators, which explain 54% of the variance. The first two fators, ―Low/Negative Self-Concept and Negative Expectations” and ―Personal Maladjustment and Desire for Change‖, consisting of negative automatic thoughts and the third, ―Positive Automatic Thoughts‖, with positive automatic thoughts. The ATQ-R was able to differentiate adolescents who scored higher than a cut-off point in the CDI (Children´s Depression Inventory; Kovacs, 1985, 1992; Marujo, 1994) from a comparison group scoring lower. Results suggest that this is a valid instrument in identifying depressogenic cognitions and that these are associated with depressive symptomatology. The ATQ-R evaluates an important construct associated with depression and may be used in investigation and therapy with adolescents, not only in the early identification of depressive symptomatology but also in its treatment.

REFERENCES

Kendall, P. C., Howard, B. L., & Hays, R. C. (1989). Self-referent speech and psychopathology: The balance of positive and negative thinking. Cognitive Therapy and Research, 13, 583-598. doi: 10.1007/BF01176069
Pereira, I., Matos, A., & Azevedo, A. (2014). Portuguese version of the Automatic Thoughts Questionnaire – Revised: Relation with depressive symptomatology in adolescents. Psicologia, Saúde & Doenças, 15, 37-47. doi:10.15309/14psd150105 http://hdl.handle.net/10316/46709

CONTACTS

Ana Paula Matos

B

ORIGINAL VERSION

Lopes, B., Yu, H., & Hall, J. (2016)

GENERAL DESCRIPTION

The Body Signals Attention and Worry Scale (BSAWS) was devised with the intent to measure on the one hand trait health concerns and worry about body signals and on the other hand to measure state personal experiences of body cues during a specific task or behaviour, in this instance a heartbeat- counting task. Participants were asked to rate on a 7-point Likert scale (ranging from 1=strongly disagree to 7=strongly agree) how much they agreed with 14 statements, measuring four factors. The four factors were adopted to support a circumplex models of affect, that considers emotions as valenced and both context-dependent and trait-determined. The first factor, trait neuroticism about bodily signals, was composed of 3 items that measured the general worry associated with bodily signals. One example item is “If I feel any discomfort I start to worry that something might be wrong”. A higher score indicates trait tendency to be hypochondriac. The second factor, trait unconcern (neutral) about bodily signals, was composed of 4 items, which measured the behaviour of deemphasising the importance of bodily signals. One example item is “If I have a bodily sensation I rarely wonder what it means”. A higher score on this dimension indicates a lesser tendency to worry about bodily signals. The third factor, state worry (about heartbeat signals), was composed of 4 items that measure anxiety to specific bodily sensations in the moment. One example item is “When I was counting my heartbeats all sorts of negative thoughts went through my mind”. A higher score on this subscale indicates more distress associated with performing the heartbeat counting task. The fourth factor, state mindfulness (to heartbeat signals), was composed of 3 items, which measured the enhanced calm associated with observing internally the bodily signal during the (heartbeat counting) task.One example item is “Listening to my heart enabled me to focus on the moment”. A higher score on this subscale indicates better concentration and focus associated with feeling bodily signals.

REFERENCES

Lopes, B., Yu, H., & Hall, J. (2016). A new measure of general trait neuroticism about body signals and worry specific to body signals: The Body Signals Attention and Worry Scale (BSAWS). doi:10.5176/2251-1865_CBP16.21

CONTACTS

Bárbara Lopes

C

TITLE OF THE PORTUGUESE VERSION

Escala de Centralidade do Acontecimento para Adolescentes

ORIGINAL VERSION

Berntsen, D., & Rubin, D. C. (2006)

PORTUGUESE VERSION

Matos, M., Pinto Gouveia, J., & Cunha, M. (2011)

GENERAL DESCRIPTION

The CES assesses the extent to which a memory for a stressful event (in this case a shame experience reported by each participant) forms a reference point for personal identity and to attribution of meaning to other experiences in a person’s life. This self-report questionnaire consists of 20 items, rated on 5-point Likert scale (1-5), that measure three interdependent characteristics of a highly negative emotional event that load on to a single underlying factor: the extent to which the event is a central component of one’s personal identity (e.g., “I feel that this event has become part of my identity.”), is viewed as a landmark in one’s life story (e.g., “I feel that this event has become a central part of my life story.”) and acts as a reference point for inferences and attributions in everyday life (e.g., “This event has coloured the way I think and feel about other experiences.”).

REFERENCES

Berntsen, D., & Rubin, D. C. (2006). The centrality of event scale: A measure of integrating a trauma into one’s identity and its relation to post-traumatic stress disorder symptoms. Behaviour research and therapy, 44, 219-231.doi:10.1016/j.brat.2005.01.009
Cunha, M., Xavier, A., Matos, M., & Faria, D. (2015). O impacto das memórias de vergonha na adolescência: A escala de Centralidade do Acontecimento (CES). Análise Psicológica, 4, 425-438. doi:10.14417/ap.995 http://hdl.handle.net/10316/46875

CONTACTS

TITLE OF THE PORTUGUESE VERSION

Questionário de Cronótipo em Crianças

ORIGINAL VERSION

Werner, H., LeBourgeois, M. K., Geiger, A., & Jenni, O. (2009)

PORTUGUESE VERSION

Couto, D., Allen Gomes, A., Pinto de Azevedo, M. H., Bos, S. M. C., Leitão, J. A., & Silva, C. F. (2014)

GENERAL DESCRIPTION

Children’s Chronotype Questionnaire (CCTQ) was developed to measure morningness-eveningness in children from 4 up to 11 years-old. It is a parental questionnaire composed by: a short demographics section; a section of 16 open-ended questions about sleep-wake patters, separately in free days and in scheduled days; a section composed by 10 items (questions 17 to 26, consisting of Likert-type items) adapted from the Morningness/Eveningeness Scale for Children (MESC, Carskadon et al., 1993); and a final Likert-type scale item with five possible answers (plus a response option worded “I do not know”).Based on the answers of parents/tutors regarding the child, three chronotype measures can be extracted :

The morningness/eveningness scale score (M/E), consisting of the sum of items 17 to 26, scored 1 to 5 or in reversed order when appropriate, excepting item 21 which is scored 1 to 3;
The mid sleep point (phase) on free days, corrected (MSFsc), based on the formula proposed by Roenneberg et al. (2004), which is obtained based on the previous computation of several variables derived from the open-ended questions, as described by Werner et al. (2009, p. 4);
A five point chronotype score (CT), which corresponds to question 27 of the questionnaire, scored from 1=definitely morning type to 5=definitely evening type (further details on the CCTQ scores in Werner et al., 2009).

Note: Registered at the Portuguese IGAC, registration nr 5490/2013.

REFERENCES

Couto, D., Allen Gomes, A., Pinto de Azevedo, M. H., Bos, S. M. C., Leitão, J. A. & Silva, C. F. (2014). The European Portuguese version of the Children ChronoType Questionnaire (CCTQ): Reliability and raw scores in a large continental sample. Journal of Sleep Research, 23, 160. doi:10.1111/jsr.12213/abstract http://hdl.handle.net/10316/47389
Werner, H., LeBourgeois, M. K., Geiger, A., & Jenni, O. (2009). Assessment of Chronotype in four- to eleven-year-old children: Reliability and Validity of the Children’s Chronotype Questionnaire (CCTQ). Chronobiology International, 26, 992-1014. doi:10.1080/07420520903044505

CONTACTS

Ana Allen Gomes

ORIGINAL VERSION

Kovacs (1992)

PORTUGUESE VERSION

Matos, Silva, Salvador, Pinheiro, & Costa (2019)

GENERAL DESCRIPTION

O Children’s Depression Inventory – Short-Form (CDI-S; Kovacs, 1992) é uma escala de autorresposta que avalia a presença e gravidade de sintomatologia depressiva em crianças e adolescentes, entre os 7 e os 17 anos.

O CDI-S avalia tristeza, pessimismo, eu-desvalorizado, eu-odiado, choro, irritabilidade, imagem corporal negativa, solidão, amizades e sentimento de não ser amado. À criança/adolescente é pedido que escolha a opção que melhor traduz a sua experiência nestas áreas nas duas últimas semanas. Num total de 10 itens, cada um apresenta 3 alternativas de resposta pontuadas entre 0 (ausência de problema) e 2 (problema grave), sendo que a cotação dos itens 2, 3, 5, 8 e 10 deve ser invertida. A pontuação total do inventário é obtida através do somatório da pontuação de todos os itens, podendo esta variar entre 0 e 20 pontos, de forma que valores finais mais elevados indicam maior gravidade de sintomatologia depressiva.

O CDI-S foi estudado pela primeira vez em Portugal, no que diz respeito à sua estrutura fatorial, através de uma análise fatorial exploratória (AFE), e à sua consistência interna.

A amostra do estudo foi constituída por 2430 adolescentes que frequentavam o 3º Ciclo do Ensino Básico, dos quais 922 (37.9%) do género masculino e 1508 (62.1%) do género feminino, com idades compreendidas entre os 12 e os 18 anos (M = 13.94, DP = .94).

O método de AFE utilizado foi o dos Principais Eixos Fatoriais (PEF) que procura “identificar os fatores latentes que explicam as intercorrelações observadas nas variáveis originais” (Marôco, 2014, p. 527), recomendado por Fabrigar et al. (cit in Costello & Osborne, 2005) se o pressuposto da normalidade multivariada for violado.

A estrutura da escala revelou-se diferente do original, apresentando 2 fatores (Tríade Cognitiva Negativa e Humor Negativo). A percentagem de variância total explicada foi de 43.77% com o primeiro fator a explicar 23.24%

e o segundo 20.53%, encontrando-se os loadings entre .45 e .72.

O primeiro fator denominado (Tríade Cognitiva Negativa) é constituído por itens que se caraterizam por uma visão negativa do eu (e.g., “sou feio/a”), da sua relação com os outros (e.g., “Tenho a certeza de que ninguém gosta de mim”) e do futuro (e.g., “Nunca nada me vai correr bem”).

Por outro lado, o segundo fator, Humor Negativo, parece associar-se mais com a experiência emocional característica da sintomatologia depressiva, avaliando inclusivamente critérios do diagnóstico de depressão (i.e., “Sinto-me sempre triste” e “Tudo me aborrece imenso”).

A consistência interna da escala, revelou-se boa para o total da escala (.86), com valores razoáveis para o fator 1 (.79) e o fator 2 (.77).

O CDI-S permite avaliar, de forma eficaz e simples, a sintomatologia depressiva na adolescência.

REFERENCES

Kovacs, M. (1992). Children´s Depression Inventory – Manual. New York: Multi-Health Systems.

Matos, A.P., Silva, E., Salvador, M.C., Pinheiro, M.R. & Costa, J.J. (2019). Estudo preliminar do CDI-S em adolescentes Portugueses. Diagnóstico e Avaliação Psicológica: Atas do 10º Congresso da AIDAP/AIDEP, pp 250-265. Coimbra: Associação Ibero-Americana de Diagnóstico e Avaliação Psicológica.

CONTACTS

Ana Paula Matos

TITLE OF THE PORTUGUESE VERSION

Questionário de Regulação Emocional Cognitiva

ORIGINAL VERSION

Garnefski, Kraaij, & Spinhoven (2001)

PORTUGUESE VERSION

Matos, Antunes, Salvador, Pinheiro, & Costa (2019)

GENERAL DESCRIPTION

O Questionário de Regulação Emocional Cognitiva (Cognitive Emotion Regulation Questionnaire – CERQ; Garnefski, Kraaij, & Spinhoven, 2001) é um questionário de autorresposta que pode ser administrado a partir dos 12 anos de idade, permitindo avaliar as estratégias cognitivas de regulação emocional usadas pelos sujeitos com o objetivo de regular as suas emoções perante acontecimentos de vida negativos.

O CERQ é constituído por 36 itens que são avaliados numa escala de resposta tipo Likert, variando entre 1 (quase nunca) e 5 (quase sempre). O total da subescala é calculado a partir do somatório da pontuação dos itens pertencentes à subescala. Quanto mais elevado for o valor numa subescala, maior é o recurso à estratégia correspondente.

Numa amostra de 2338 adolescentes portugueses (1461 do género feminino e 877 do género masculino), com idades entre os 12 e os 17 anos (M = 13.94; DP = .928), encontrou-se, com uma ACP com rotação varimax, uma solução de quatro componentes que possibilita a divisão entre estratégias mais ou menos adaptativas, orientadas para o outro, para o sujeito ou para o acontecimento, que explicou um total de 52.225% da variância.

O componente 1 corresponde às estratégias teoricamente mais adaptativas orientadas para a relação entre o sujeito e o acontecimento, isto é, foca-se nas estratégias implementadas pelo sujeito perante o acontecimento negativo,

envolvendo algum tipo de planeamento ou ação, procurando mudar, aceitar e/ou aprender com a situação, de uma forma teoricamente mais adaptativa. Engloba um total de 13 itens.

O componente 2, relacionado com as estratégias teoricamente menos adaptativas orientadas para o sujeito, é constituído por um total de 13 itens, envolvendo estratégias de autocrítica, ruminação e catastrofização.

O componente 3 engloba estratégias teoricamente mais adaptativas orientadas para o acontecimento. Com um total de 5 itens, este componente conjuga estratégias que se focam na avaliação ou comparação do acontecimento, procurando analisar a sua relatividade ou significados positivos associados à situação.

O componente 4 envolve as estratégias teoricamente menos adaptativas orientadas para o outro, sendo constituído pelos 4 itens originais da subescala culpar o outro.

Os alfas de Cronbach revelaram uma consistência interna adequada nos quatro componentes (entre .753 no fator 4 e .909 no fator 1).

REFERENCES

Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual Differences, 30(8), 1311-1327.
Matos, A.P., Antunes, J., Salvador, M.C., Pinheiro, M.R. & Costa, J.J. (2019). Estudo da estrutura fatorial do Cognitive Emotion Regulation Questionnaire (CERQ) em adolescentes portugueses. Diagnóstico e Avaliação Psicológica: Atas do 10º Congresso da AIDAP/AIDEP, pp 233-249. Coimbra: Associação Ibero-Americana de Diagnóstico e Avaliação Psicológica.

CONTACTS

Ana Paula Matos

TITLE OF THE PORTUGUESE VERSION

Questionário de Experiencias de Combate

PORTUGUESE VERSION

Carvalho, T., Pinto-Gouveia, J., Marina, M. (2010)

GENERAL DESCRIPTION

The Combat Experiences Questionnaire (CEQ; Carvalho et al., 2015) is a self-report questionnaire aimed at the assessment of experiences related with the military combat experiences of war veterans. The CEQ has two independent sections composed of the same combat scenarios, common to contemporary and older theaters of operations. The Exposure to Combat Severity Scale (CEQ A; Carvalho, Pinto-Gouveia, Cunha, & da Motta, 2014) and the Combat Distress Scale (CEQ B; Carvalho, Cunha, Pinto-Gouveia & da Motta, 2015) assess the severity of exposure to these scenarios and the distress experienced upon exposure to those scenarios, respectively. Studies included structural analysis through Rash Model, internal consistency, convergent validity (n = 708), temporal reliability (n = 112) and sensibility to differentiate war Veterans with and without war-related PTSD (N = 40 and N = 47, respectively). The scales’ structure presented adequate fit to the data, excellent internal consistency, high temporal stability, adequate convergent validity, and discriminant validity. Thus, the CEQ is a valid and reliable tool presenting diverse combat scenarios, allowing the assessment of both the severity and the resulting distress of combat exposure in war Veterans.

REFERENCES

Carvalho, T., Cunha, M., Pinto-Gouveia, J. & da Motta, C., (2017). Questionário de Experiências de Combate. In M. R. Simões, L. S. Almeida, & M. Gonçalves (Eds.), Psicologia clínica e da saúde – Instrumentos de avaliação. Pactor.

CONTACTS

Maria Teresa Carvalho

TITLE OF THE PORTUGUESE VERSION

Escala de Integração Comunitária para Adultos com Problemas Psiquiátricos

PORTUGUESE VERSION

Cabral, J., Barreto Carvalho, C., da Motta, C. & Silva, O. (2014)

GENERAL DESCRIPTION

The CIS-APP is a self-report instrument designed to assess community integration in adults (18 or older) with psychiatric problems. Items are responded in a scale ranging from 1 (Completely disagree) to 5 (Completely agree), in which higher scores indicate higher levels of community integration. Instructions include a brief definition of community, so that all respondents are provided with a uniform and consensual definition of community. The initial version of the scale is composed of 4 dimensions:

Physical Community Integration dimension consisted of 8 items assessing the extent to which individuals spend their time outside their homes, participate and use community resources by self-initiative (e.g. “I go out by my own”, “I go alone to social services, the clinic, the pharmacy at the health center / hospital, or another.);
Social Community Integration dimension comprises 12 items assessing the degree with which individuals are involved in social interactions with other (healthy) members of their community, and the quantity and quality of these relationships (e.g. I usually talk to many people; I have many friends);
Psychological Community Integration dimension is composed of 7 items, assessing the extent to which individuals perceive themselves as a part of their community, bond emotionally to their neighbors, believe in their ability to satisfy their needs and to influence the community (e.g. “I feel that I belong to my community”, “I feel emotionally connected with people from my community”).
Independence dimension consisted of 7 items assessing the individuals’ capacity to develop their daily activities autonomously (e.g. “When I need to talk to someone who is not around, I can get in touch with them by my own and without the need of other people”, “I manage my own medication schedule, taking it on time and in the right dosage.”).

REFERENCES

Cabral, J., Barreto Carvalho, C., da Motta, C. & Silva, O. (2014). Development and psychometric properties of the community integration scale of adults with psychiatric disorders. European Scientific Journal, 10(29), 194-208.

CONTACTS

Joana Moura Cabral

TITLE OF THE PORTUGUESE VERSION

Conflict in Adolescent Dating Relationships Inventory - Portuguese version (CADRI-P)

ORIGINAL VERSION

Wolfe, Scott, & Reitzel-Jaffe (2001)

PORTUGUESE VERSION

Lucas, S., Pinheiro, M. R., & Simões, M. R. (2017)

GENERAL DESCRIPTION

O Inventário de Conflitos nas Relações de Namoro entre Adolescentes – versão portuguesa (CADRI-P) é a adaptação do Conflict in Adolescent Dating Relationships Inventory (CADRI) (Wolfe, Scott, & Reitzel-Jaffe, 2001). O CADRI-P é um inventário de autorrelato, que avalia a manifestação de comportamentos violentos durante um relacionamento íntimo e identifica, igualmente, a presença de comportamentos não violentos. O CADRI-P é constituído por 2 escalas: a escala de estratégias negativas (ou abusivas) de resolução de conflitos, constituída por 36 itens bidirecionais (agressor e vítima) que avaliam a presença, a frequência e o tipo de comportamentos violentos que podem ocorrer, através da perpetração e/ou da vitimização, e que se distribuem por 5 subescalas: física, sexual, verbal-emocional, relacional-psicológica e ciberviolência; e a escala de estratégias positivas (ou não abusivas) de resolução de conflitos, composta por 10 itens que avaliam o recurso a estratégias positivas de resolução de conflitos, durante um relacionamento íntimo atual ou passado. À semelhança da versão original, o CADRI-P integra duas versões distintas (para o sexo masculino e para o sexo feminino), diferenciadas na redação dos itens. Importa sublinhar que comparativamente à versão original do CADRI (Wolfe et al., 2001), o CADRI-P incluiu novos itens e uma nova subescala (ciberviolência).

REFERENCES

Lucas, S., Pinheiro, M. R., & Simões, M.R. (2017). Inventário de Conflitos nas Relações de Namoro de Adolescentes (CADRI-P). In M. Gonçalves, M. R. Simões, & L. Almeida (Org.), Psicologia Clínica e da Saúde: Instrumentos de Avaliação (229-250). Pactor.

CONTACTS

D

TITLE OF THE PORTUGUESE VERSION

Escala de Dificuldades na Regulação Emocional

ORIGINAL VERSION

Gratz, K.L., & Roemer, L. (2004)

PORTUGUESE VERSION

Veloso, M., Pinto-Gouveia, J., & Dinis, A. (2011)

GENERAL DESCRIPTION

The DERS was developed to assess difficulties within the following dimensions of emotion regulation: (1) awareness and understanding of emotions; (2) acceptance of emotions; (3) the ability to engage in goal-directed behavior, and refrain from impulsive behavior, when experiencing negative emotions; and (4) access to emotion regulation strategies perceived as effective. The scale consists of 36-items which statements should be rated on a 5-point Likert scale ranging from 1 (almost never) to 5 (almost always). The scale is composed by 6 dimensions:

Nonacceptance of emotional responses: 11, 12, 21, 23, 25, 29;
Difficulty engaging in Goal-directed behaviour: 13, 18, 20R, 26, 33;
Impulse control difficulties: 3, 14, 19, 24R, 27, 32;
Lack of emotional awareness: 2R, 6R, 8R, 10R, 17R, 34R;
Limited access to emotion regulation strategies: 15, 16, 22R, 28, 30, 31, 35, 36;
Lack of emotional clarity: 1R, 4, 5, 7R, 9 (R= Reverse-scored items).

After recoding the inverse items it is possible to obtain a total score (adding all the 36 items) or a score for each subscale. Higher scores indicated greater difficulties in emotion regulation. The Portuguese version of DERS showed a good level of internal consistency for the total scale, an adequate temporal stability for all subscales and good convergent and discriminant validities.

REFERENCES

Gratz, K.L., & Roemer, L. (2004). Multidimensional Assessment of Emotion Regulation and Dysregulation: Development, Factor Structure, and Initial Validation of the Difficulties in Emotion Regulation Scale, Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54.
Veloso, M., Pinto-Gouveia, J., & Dinis, A. (2011). Estudos de validação com a versão portuguesa da Escala de Dificuldades na Regulação Emocional (EDRE). Psychologica, 54, 87-110.

CONTACTS

TITLE OF THE PORTUGUESE VERSION

Escala das experiências dissociativas

ORIGINAL VERSION

Bernstein, E. M., & Putnam, F. W. (1986)

PORTUGUESE VERSION

Espirito Santo, H., & Pio Abreu, J. L. (2008)

GENERAL DESCRIPTION

CHARACTERIZATION: self-response instrument based on DSM dissociation characterization with the objective of evaluating dissociative experiences. It is a scale on which the highest score corresponds to the highest dissociation.STRUCTURE AND SCORING: 28 items answered through a Likert scale from 0 to 100. Factors:

Depersonalization-derealization (associated with experiences of feeling detached, separate from oneself, body, and other people; items 7, 11, 12, 13, 16, 27, 28);
Absorption (related to experiences of involvement in an activity, memory, or fantasy with oblivious to the environment, with the ability to ignore pain, and with the ability to do usually difficult things: iItems 14, 17, 18, 19, 20, 22, 23);
Distractibility (includes experiences of loss of part of the information of events, of finding things not remembered doing, and confusion about memories; items 1, 2, 15, 21, 24, 25, 26);
Memory Disturbances (involves severe forgetfulness; items 3, 4, 5, 6, 8, 9).

PSICOMETRIC CHARACTERISTICS: The internal consistency measured by Cronbach’s Alpha model showed a value of 0.94. The factorial analysis of the scale structure revealed a four-dimensional solution that explained 56.3% of the variance. DES has a good ability to detect dissociative pathology in the clinical and non-clinical population. CUTOFF POINT: The analysis of cutoff points through the Receiver Operating Curve confirmed the value of 30 determined by other studies.

REFERENCES

Bernstein, E. M., & Putnam, F. W. (1986). Development, reliability, and validity of a dissociation scale. The Journal of nervous and mental disease, 174(12), 727-735.
Espirito Santo, H., & Pio Abreu, J. L. (2009). Portuguese validation of the Dissociative Experiences Scale (DES). Journal of Trauma & Dissociation, 10, 69-82. doi:10.1080/15299730802485177

CONTACTS

Helena Espírito Santo

TITLE OF THE PORTUGUESE VERSION

Escala de Crenças Disfuncionais sobre o Sono

ORIGINAL VERSION

Morin, C. M. (1993)

PORTUGUESE VERSION

Clemente, V., Allen Gomes, A., & Moutinho dos Santos, J. (2007, 2013, 2022)

GENERAL DESCRIPTION

The DBAS-30 is a well-known self-report instrument assessing beliefs and attitudes about sleep and insomnia. The original DBAS-30 comprises 30 items grouped into five conceptual dimensions: misconceptions about the causes of insomnia; misattributions or amplification of the consequences of insomnia; unrealistic sleep expectations; diminished perceptions of control and predictability of sleep; and faulty beliefs about sleep-promoting practices. The instrument contained a 100 mm visual analogue response scale labelled “strongly disagree” on the left end and “strongly agree” on the right end. With the exception of item 23, for which the score is reversed, a higher score indicates a more dysfunctional belief.

In the DBAS-30 European Portuguese version, each item is rated on a 10-point Likert scale, ranging from 0 (strongly disagree) to 10 (strongly agree). This scale includes three factors: Ageing and Hopelessness, Sleep Expectations, and Consequences and Helplessness. The total DBAS and subscales scores are calculated by summing item scores and dividing by the number of items. Higher scores denote stronger dysfunctional beliefs and attitudes about sleep.

REFERENCES

Clemente, V., Marques, D. R., Miller-Mendes, M., Morin, C. M., Serra, J., & Allen Gomes, A. (2023). The Dysfunctional Beliefs and Attitudes about Sleep Scale: Dimensions of the European Portuguese DBAS-30 and development of a new short version (DBAS-SF-16). Sleep Medicine, 106, 59-68. [Published online: 24/03/2023].
Morin, C. M. (1993). Insomnia: Psychological assessment and management. New York: Guilford Press.

CONTACTS

Vanda Clemente

E

TITLE OF THE PORTUGUESE VERSION

Inventário de Lateralidade de Edinburgh — Versão Portuguesa

ORIGINAL VERSION

Oldfield, R. C. (1971)

PORTUGUESE VERSION

Espirito-Santo, H., Pires, A. C., Queiroz Garcia, I. (2017)

GENERAL DESCRIPTION

CHARACTERIZATION: EHI is a 10-item hetero or self-response inventory that determines handedness dominance in everyday activities. The items comprise tasks of writing, drawing, throwing, using scissors, a toothbrush, cutting with a knife, using spoon, the upper hand when using a broom, striking a match, and opening the lid of a box. STRUCTURE AND SCORING: The items are followed by two columns labelled “left” and “right”. Each item is answered in the “left” or “right” column either with “++” (strongly preference to use one hand for that task), “+” (weak preference for using one hand), or “+” in both columns if preference is indifferent. “++” is scored with 2 points and “+” with 1 point. A formula is applied for the Laterality Quotient: LQ = [(R – L)/(R+L) x 100]. The range of scores varies between -100 (preference of “strong left”) to +100 (preference of “strong right. PSICOMETRIC CHARACTERISTICS: Internal consistency, measured by Cronbach’s alpha was 0.88. Test-retest reliability was high (r = 0.97; p < .001). Confirmatory factor analysis denoted a one-factor solution (χ2/df = 2.14; TLI = 0.97; CFI = 0.98; RMSEA = 0.06).

REFERENCES

Espirito-Santo, H., Pires, A. C., Queiroz Garcia, I., Daniel, F., Silva, A., & Fazio, R. (2017). Preliminary validation of the Portuguese Edinburgh Handedness Inventory in an adult sample. Applied Neuropsychology: Adult, 24, 275-287. doi:10.1080/23279095.2017.1290636

CONTACTS

Helena Espírito Santo

TITLE OF THE PORTUGUESE VERSION

Escala das Atividades Desenvolvidas na Internet (EADInt)

ORIGINAL VERSION

Costa, Matos, & Soares (2019)

GENERAL DESCRIPTION

A Escala das Atividades Desenvolvidas na Internet (EADInt) pretende caracterizar as atividades online em que os adultos portugueses se envolvem e a respetiva frequência. Trata-se de um instrumento de autorresposta que permite avaliar estes aspetos em contexto não profissional. É composta por 31 itens, com uma escala de resposta entre 1 (Nunca) e 6 (Constantemente).

Numa amostra de 400 adultos portugueses (185 do género masculino e 215 do género feminino), com idades compreendidas entre os 20 e os 59 anos (M = 37.88; DP =12.65), encontrou-se uma estrutura de seis fatores.

O fator 1 denominado de Descarregar conteúdos é composto por seis itens que descrevem um conjunto de conteúdos (p.ex. jogos, programas) possíveis de serem descarregados (fazer download) da internet. O fator 2 designado de Redes Sociais, é constituído por oito itens que estão altamente relacionados com atividades possíveis de realizar nessas plataformas (p.ex. publicar fotografias, fazer like). Ao fator 3 foi atribuído o nome de Informação, pois os seis itens exemplificam as informações que os sujeitos têm por hábito procurar na internet (p. ex. sobre viagens E notícias). O fator 4 foi nomeado de Jogar a dinheiro. Os dois itens que o compõem possibilitam a diferenciação entre um jogador não profissional e um jogador profissional que joga a dinheiro. O fator 5 foi denominado de Sites de convívio e encontros sexuais e é composto por três itens que refletem atividades possíveis de realizar de acordo com a dimensão que as representa (p.ex. partilhar pornografia). Por último, o fator 6 designado de Jogo inclui seis itens que representam vários tipos de jogos, de equipa ou individuais, possíveis de realizar online e que não envolvem transações financeiras.A De um modo geral, a análise de consistência interna demonstrou uma boa fiabilidade, uma vez que apenas o F3 (Informação) e o F5 (Sites de convívio e encontros sexuais) obtiveram uma pontuação razoável (α > .70) e os restantes obtiveram excelentes resultados (α ≥ .80) (Pallant, 2011). Em relação ao F4 (Jogar a dinheiro), onde constam apenas dois itens, a correlação inter-item foi calculada, sendo a sua magnitude positiva e elevada (rho= .67).

REFERENCES

Costa, JJ., Matos, A.P. & Soares, M.J. (2019). Desenvolvimento, Estrutura Fatorial e Validação da Escala das Atividades Desenvolvidas na Internet (EADInt). Diagnóstico e Avaliação Psicológica: Atas do 10º Congresso da AIDAP/AIDEP, pp 140-155. Coimbra: Associação Ibero-Americana de Diagnóstico e Avaliação Psicológica.

CONTACTS

José Joaquim Costa

TITLE OF THE PORTUGUESE VERSION

Escala das Funções da Utilização da Internet (EFUInt)

ORIGINAL VERSION

Matos, Costa, & Arteiro (2019)

GENERAL DESCRIPTION

A Escala das Funções da Utilização da Internet (EFUInt) é uma escala desenvolvida para perceber de que forma as pessoas se autorregulam emocionalmente através

da Internet e as funções psicológicas que esta ferramenta pode desempenhar, à luz da Teoria das Mentalidades Sociais e dos Sistemas de Regulação de Afeto (Gilbert, 1989, 2000, 2014).

A EFUInt é um instrumento composto por 49 itens, com uma escala de 5 possibilidades de resposta (1= Quase Nunca; 2= Raramente; 3= Algumas vezes; 4= A maior parte das vezes; 5= Quase Sempre). A cotação desta escala é conseguida pela soma das pontuações em cada fator dividida pelo seu número de itens para que os valores obtidos pelos sujeitos nos diferentes fatores sejam comparáveis.

A EFUInt é constituída por 49 itens de autorresposta, classificados através de uma escala do tipo Likert, de cinco pontos (1= Quase Nunca; 2= Raramente; 3= Algumas vezes; 4= A maior parte das vezes; 5= Quase Sempre).

Numa amostra de 400 adultos, 185 do género masculino (46.2 %) e 215 do género feminino (53.8 %), com idades compreendidas entre os 20 e 59 anos, uma Análise Fatorial Exploratória (AFE) revelou um modelo de sete fatores.

A solução de sete fatores explica um total de 67.71% da variância total, sendo a contribuição mais alta de 41.04% (para o fator Controlo) e a mais baixa de 2.38% (para o fator Procura Social).

O fator 1 foi denominado de Controlo. É composto por itens que refletem o uso da Internet como uma estratégia para

tentar obter maior dominância, seja na vida dos sujeitos de modo geral (ex., Item 1), nas suas emoções (ex., Item 2) ou

nos seus comportamentos (ex., Item 8).

O fator número 2 denomina-se de Autocuidado, por estar ligado a sensações de segurança, prazer e satisfação individuais.

O fator 3 foi designado como Compensação e é caracterizado por itens que revelam o uso da Internet como uma estratégia de coping para lidar com situações, cognições ou emoções negativas. Assim, a Internet acaba por ser uma estratégia de regulação emocional compensatória, seja para bloquear (ex., Item 25), neutralizar (ex., Item 18) ou encontrar formas de lidar com alguma situação (ex., Item 23).

O fator 4 foi nomeado de Competição. Este traduz a necessidade de rivalizar com os outros ou consigo mesmo através da Internet.

Ao fator 5 foi atribuído o nome de Autorrealização. Nele estão presentes itens que descrevem a Internet como

estratégia para alcançar algo importante, nomeadamente, realizar o trabalho de forma mais rápida, gerir recursos

pessoais ou procurar serviços.

O fator 6 foi denominado de Evitamento. Os itens que compõem este fator traduzem a procrastinação (ex., Item 41) ou o adiamento direto de tarefas e situações difíceis através da Internet (ex., Item 40).

Ao fator 7 foi atribuído o nome de Procura Social, por caracterizar a Internet como um meio para alcançar um maior nível de sociabilidade ou procurar recursos sociais. Prestação de Cuidados por implicar o cuidado com o próprio.

Ao sistema de drive, associam-se claramente o fator 5 (Autorrealização) e o fator 7 (Procura Social), por representarem a busca de recursos através da Internet. Este último fator (fator 7) associa-se, ainda, às mentalidades sociais Sexual (itens que refletem a Internet como modo de procurar parceiro) e Procura de cuidados (itens que refletem a Internet como meio de desenvolver relações com os outros). À mentalidade social Competição está associado o fator 4 (Competição) por refletir a Internet como um meio para a competição direta.

A escala apresenta valores de alfa de Cronbach indicativos de uma boa consistência interna em todos os fatores (α > .80) (Pallant, 2011).

REFERENCES

Matos, A.P., Costa, J.J., Arteiro, R. (2019). Estudo preliminar da Escala das Funções da Utilização da Internet (EFUInt). Diagnóstico e Avaliação Psicológica: Atas do 10º Congresso da AIDAP/AIDEP, pp 156-176. Coimbra: Associação Ibero-Americana de Diagnóstico e Avaliação Psicológica.

CONTACTS

Ana Paula Matos

TITLE OF THE PORTUGUESE VERSION

Questionário de Experiências

ORIGINAL VERSION

Fresco, D. M., Moore, M. T., van Dulmen, M. H. M., Segal, Z. V., Ma, S. H., Teasdale, J. D., & Williams, J. M. G. (2007)

PORTUGUESE VERSION

Gregório, S., Pinto-Gouveia, J., Duarte, C., & Simões, L. (2015

GENERAL DESCRIPTION

The Experiences Questionnaire is a 20-item self-report measure targeting specifically decentering, a multifaceted construct involving the ability of viewing the self as separate and different from its own thoughts, the capacity of non-reacting to negative experiences, as well as the ability to be self-compassionate. Respondents are asked to answer, in a 5-point Likert scale ranging from 1 (“Never”) to 5 (“Always”), the extent in which the experiences described in each item are like the ones they recently experienced. Originally fourteen items were generated to measure this ability to sustain a wider perspective on one’s thoughts, feelings and sensations; and additionally, six items were created to assess rumination as a control subscale for response bias. Results of several analyses yielded a final single-factor scale, so the final score for decentering includes items 3, 6, 9, 10, 12, 14, 15, 16, 17, 18, and 20. EQ was found to be reliable and its convergent and discriminant validities were established for both general and clinical samples. The Portuguese version of EQ mirrors the one-dimensional structure found in the original study. The only inconsistency found was the lack of adjustment of item 9, which could be due to translation issues and, thus, future investigation should explore whether the inclusion of a re-written form of item 9 is a better option than its removal. The EQ also revealed to be internally consistent, to have temporal stability across a one-month period and good convergent validity.

REFERENCES

Fresco, D. M., Moore, M. T., van Dulmen, M. H. M., Segal, Z. V., Ma, S. H., Teasdale, J. D., & Williams, J. M. G. (2007). Initial psychometric properties of the Experiences Questionnaire. Behavior Therapy, 38, 234-246. doi:10.1016/j.beth.2006.08.003
Gregório, S., Pinto-Gouveia, J., Duarte, C., & Simões, L. (2015). Expanding research on decentering as measured by the Portuguese version of the Experiences Questionnaire. The Spanish Journal of Psychology, 18, 1-14. doi:10.1017/sjp.2015.18

CONTACTS

Sónia Gregório

TITLE OF THE PORTUGUESE VERSION

Escala de Vergonha Externa e Interna

ORIGINAL VERSION

Ferreira, C., Moura-Ramos, M., Matos, M., & Galhardo, A. (2020)

PORTUGUESE VERSION

Ferreira, C., Moura-Ramos, M., Matos, M., & Galhardo, A. (2020)

GENERAL DESCRIPTION

The EISS allows, in a single measure, the assessment of global shame experience, as well as its external and internal dimension. This scale consists of eight items, generated to measure the four central domains of general feelings of shame, and present in both external and internal shame: inferiority/inadequacy, sense of exclusion, uselessness/emptiness and criticism/judgment. Each of the dimensions is composed of four items: external (e.g., “I feel that others see me as uninteresting”) and internal dimensions (e.g., “I feel that I am different and inferior to the others”), to which the participants must answer using a 5-point scale (0 = “Never” to 4 = “Always”). Scores vary between 0 and 32 points, with higher values indicating higher levels of shame. The original version of the scale revealed good psychometric qualities.

REFERENCES

Ferreira, C., Moura-Ramos, M., Matos, M., & Galhardo, A. (2020). A new measure to assess external and internal shame: Development, factor structure and psychometric properties of the External and Internal Shame Scale. Current Psychology. https://doi.org/10.1007/s12144-020-00709-0
Ferreira, C., Moura-Ramos, M., Matos, M., & Galhardo, A. (2020). A new measure to assess external and internal shame: Development, factor structure and psychometric properties of the External and Internal Shame Scale. Current Psychology. https://doi.org/10.1007/s12144-020-00709-0

CONTACTS

Ana Margarida Galhardo

F

TITLE OF THE PORTUGUESE VERSION

Escalas dos Medos da Compaixão

ORIGINAL VERSION

Gilbert, P., McEwan, K., Matos, M., & Rivis, A. (2011)

PORTUGUESE VERSION

Matos, M., Pinto-Gouveia, J., Duarte, J., & Simões (2011)

GENERAL DESCRIPTION

The Fears of Compassion Scales comprises three scales measuring: Fears of expressing compassion for others (10 items, 9 in the Portuguese version; “Being too compassionate makes people soft and easy to take advantage of”); Fears of receiving compassion from others (13 items; “I try to keep my distance from others even if I know they are kind”); and Fears of compassion for self (15 items; “I worry that if I start to develop compassion for myself I will become dependent on it”). Respondents are asked to rate on a Likert scale how much they agree with each item statement (0 = Don’t agree at all, to 4 = Completely agree).In the original and the Portuguese version studies, the Cronbach’s alphas were .72/.88 for fears expressing compassion for others, .80/.91 for fears of receiving compassion from others, and .83/.94 for fears in giving compassion to self, respectively.

REFERENCES

Gilbert, P., McEwan, K., Matos, M., & Rivis, A. (2011). Fears of compassion: Development of three self-report measures. Psychology and Psychotherapy: Theory, Research and Practice, 84, 239-255. doi:10.1348/147608310X526511
Simões, D. (2012). Medo da Compaixão: estudo das propriedades psicométricas da Fears of Compassion Scales (FCS) e estudo da sua relação com medidas de Vergonha, Compaixão e Psicopatologia. Dissertação de Mestrado apresentada à Faculdade de Psicologia e Ciências da Educação da Universidade de Coimbra.

CONTACTS

Marcela Matos

G

TITLE OF THE PORTUGUESE VERSION

Inventário Geriátrico de Ansiedade

ORIGINAL VERSION

Pachana, N. A., Byrne, G. J., Siddle, H., Koloski, N., Harley, E., & Arnold, E. (2007)

PORTUGUESE VERSION

Daniel, F., Vicente, H., Guadalupe, S., Silva, A., & Espirito Santo, H. (2015)

GENERAL DESCRIPTION

CHARACTERIZATION: A self or hetero-response instrument designed to evaluate anxious symptoms in older adults. STRUCTURE AND SCORING: 20 items answered through two response alternatives, “I agree” (1 point) or “disagree” (0 points) considering the last week. The total score results from the sum of all the answers, varying from 0 points (without anxiety) 20 points (high anxiety). PSYCHOMETRIC CHARACTERISTICS: The mean of the GAI scores with 805 institutionalized older adults was 10.63 (SD = 6.84). The internal consistency was excellent (Cronbach’s α= 0.94, KR21 = 0.94). The factorial analysis of the scale structure revealed a one-component solution that explained 53.4% of the variance. Confirmatory analysis confirmed a single factor solution (χ2/df = 2.81, TLI = 0.96, CFI = 0.96, RMSEA = 0.05). The convergent validity was adequate, with a correlation of 0.80 (p < 0.001) with the Geriatric Depression Scale and 0.64 (p < 0.001) with the Negative subscale of the Positive and Negative Affect Schedule. The divergent validity was also adequate, with negative correlations with the Positive Affect subscale (r = -0.27; p < 0.001) and with Satisfaction With Life Scale (r = -0.17; p < 0.001). GAI discriminated older adults without anxiety disorder (M = 5.38, SD = 5.72) from older adults with generalized anxiety disorder (M = 14.47, SD = 4.22). CUTOFF POINT: The analysis of the cutoff scores through the Receiver Operating Curve (AUC = 0.92) revealed the value of 13 points (sensitivity = 100%, specificity = 84.7%).

REFERENCES

Daniel, F., Vicente, H., Guadalupe, S., Silva, A., & Espirito Santo, H. (2015). Propriedades psicométricas da versão portuguesa do Inventário Geriátrico de Ansiedade numa amostra de idosos utentes de estruturas residenciais. Revista Portuguesa de Investigação Comportamental e Social, 1, 15-30. doi:10.7342/ismt.rpics.2015.1.2.22
Pachana, N. A., Byrne, G. J., Siddle, H., Koloski, N., Harley, E., & Arnold, E. (2007). Development and validation of the Geriatric Anxiety Inventory. International Psychogeriatrics, 19, 103-114. doi:10.1017/S1041610206003504

CONTACTS

Helena Espírito Santo

TITLE OF THE PORTUGUESE VERSION

Escala de Depressão Geriátrica (GDS-15)

ORIGINAL VERSION

Yesavage, Brink, Rose, Lum, Huang, Adey, & Leirer (1982)

PORTUGUESE VERSION

Matos, Firmino, Duarte, Oliveira, Rodrigues, Vilar & Costa (2019)

GENERAL DESCRIPTION

A GDS-15 é uma versão breve da versão de 30 itens, construída por Sheikh e Yesavage (1986), que inclui os 15 itens que apresentavam correlações mais elevadas com o resultado total.

A GDS–15 avalia sintomatologia depressiva, durante a última semana, e tem uma escala de resposta dicotómica (Sim/Não). Em 10 itens (2, 3, 4, 6, 8, 9, 10, 12, 14, 15) a resposta Sim é cotada com um 1 ponto e nos restantes itens (1, 5, 7, 11 e 13) a resposta Não é cotada com 1 ponto, no sentido de o resultado indicar presença de sintomatologia depressiva. A pontuação total dos itens é obtida através da soma da pontuação nos 15 itens, variando entre 0 e 15 pontos. Ainda segundo os referidos autores, a versão de 15 itens da GDS mostrou capacidade para diferenciar sujeitos deprimidos de não deprimidos.

De acordo com a pontuação obtida, podem ainda ser considerados os seguintes intervalos de gravidade de sintomatologia depressiva (cf. Simões et al., 2017): 0 a 4 (sintomatologia “normal”); 5 a 8 (sintomatologia depressiva

“ligeira”); 9 a 11 (sintomatologia depressiva “moderada”) e 12 a 15 (sintomatologia depressiva “grave”).

A GDS-15 tem sido considerada como um instrumento apropriado para o rastreio de sintomatologia depressiva, com boas caraterísticas psicométricas. Porém, não existe consenso em relação à sua estrutura fatorial.

Numa amostra constituída por 340 sujeitos com idades compreendidas entre os 60 e 94 anos (M = 73; DP = 7.55), para extração de fatores foi realizada uma Análise Fatorial Exploratória (AFE), utilizando o método dos Principais Eixos Fatoriais (PEF) (sendo este utilizado na maioria dos estudos, como no estudo de Kim e colaboradores, 2013, e no de Apóstolo e colaboradores, 2014), com a rotação ortogonal Varimax, a fim de aumentar a interpretação dos dados. A análise efetuada revelou a existência de três fatores que explicam 45.4% da variância total.

O fator 1 (Humor Positivo) tem um valor próprio de 4.46, explicando 29.76% da variância.

O fator 2 (Disforia) tem um valor próprio de 1.18 e explica 7.87% da variância.

O fator 3 (Isolamento Social/Apatia/Prejuízo cognitivo) tem valor próprio de 1.60, explicando 7.73% da variância total.

A nota total da escala revelou uma boa consistência interna (α = .85). No que respeita aos fatores, o fator 1 apresentou uma consistência interna razoável (α=.74), o fator 2 fraca, (α = .67) e o fator 3, inaceitável (α = .50).

A capacidade para discriminar entre idosos da população geral e idosos com perturbações emocionais foi também avaliada, usando a amostra em cima mencionada e uma amostra de 66 doentes com perturbações emocionais (idade: M = 71.85; DP = 7.14). Quanto à validade discriminante, os resultados indicaram que tanto o valor global/total de sintomatologia depressiva como os fatores diferenciam as amostras da população geral e de doentes com perturbações emocionais.

REFERENCES

Yesavage, J. A., Brink, T. L., Rose, T. L., Lum, O., Huang, V., Adey, M., & Leirer, V. O. (1982). Development and validation of a geriatric depression screening scale: A preliminary report. Journal of Psychiatric Research, 17(1), 37-49.

Matos, A.P., Firmino, H., Duarte, J., Oliveira, S., Rodrigues, P., Vilar, M. &Costa, J.J. (2019). A Escala de Depressão Geriátrica (GDS-15): Estudo com idosos saudáveis e com idosos com perturbações emocionais. Diagnóstico e Avaliação Psicológica: Atas do 10º Congresso da AIDAP/AIDEP, pp 210-232. Coimbra: Associação Ibero-Americana de Diagnóstico e Avaliação Psicológica.

CONTACTS

Ana Paula Matos

H

I

TITLE OF THE PORTUGUESE VERSION

Inventário Multidimensional de Flexibilidade Psicológica para adolescentes (MPFI24-A)

ORIGINAL VERSION

Grégoire et.al., 2020

PORTUGUESE VERSION

Marina Cunha, Sara Flórido e Ana Galhardo, 2022

GENERAL DESCRIPTION

The MPFI-24 is an inventory composed of 24 items designed to measure psychological flexibility and inflexibility. The 24 items are assessed on a six-point scale ranging from never true (1) to always true (6). This abbreviated version assesses psychological flexibility (first 12 items) and psychological inflexibility (last 12 items). Each of these composite indices (PF and PI) encompasses six factors corresponding to the Hexaflex model of ACT.

Confirmatory factor analysis tested four models (six correlated factors, one factor, higher-order, and bifactor) for each of the global indices of Psychological Flexibility (PF) and Psychological Inflexibility (PI). The six correlated factors model and the bifactor model demonstrated the best fit. The MPFI24-A demonstrated good reliability for both overall scores (α = .90 and α = .85, respectively) and good test-retest reliability. It showed expected associations with other constructs of interest (psychological flexibility, symptoms of anxiety and depression, and perception of mental health).

REFERENCES

Flórido, S. & Cunha, M. (2024). Adaptação da Versão Portuguesa do Multidimensional Pychological Flexibility Inventory para Adolescentes: Estrutura Fatorial e Propriedades Psicométricas. Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica, 72 (in press).
Grégoire, S., Gagnon, J., Lachance, L., Shankland, R., Dionne, F., Kotsou, I., Monestès, J. L., Rolffs, J. L., & Rogge, R. D. (2020). Validation of the english and french versions of the multidimensional psychological flexibility inventory short form (MPFI-24). Journal of Contextual Behavioral Science, 18, 99–110.

CONTACTS

Marina Cunha

J

K

M

TITLE OF THE PORTUGUESE VERSION

Escala de Uso e Atitudes face às TIC e aos Media Sociais – versão portuguesa para adultos

ORIGINAL VERSION

Rosen, Whaling, Carrier, Cheever, & Rokkum (2013)

PORTUGUESE VERSION

Costa, Matos, Salvador, Vale-Dias, Castilho, Pinheiro, Zenha-Rela & Antunes (2019)

GENERAL DESCRIPTION

A Media and Technology Usage and Attitudes Scale (MTUAS, de Rosen, Whaling, Carrier, Cheever & Rokkum, 2013) pretende medir a utilização e as atitudes face às TIC e aos media sociais. Contém 68 itens relativos a atividades (utilização do e-mail, mensagens de texto e uso de telemóvel, visualização e partilha de conteúdos, procura de informação, jogo online, uso do Facebook e outras redes sociais) e 18 itens que se centram sobre atitudes positivas e negativas, ansiedade e dependência e preferência pelo multitasking.

Na sequência de estudos de adaptação da MTUAS para os adolescentes portugueses (MTUAS-PY, Costa, Matos, Pinheiro, Salvador, Vale-Dias, & Zenha-Rela, 2016) e sobre avaliação da ansiedade e dependência face às TIC e aos media sociais (Matos, Costa, Pinheiro, Salvador, Vale-Dias, & Zenha-Rela, 2016), construi-se uma versão para adultos da MTUAS – a Media and Technology Usage and Attitudes Scale for Portuguese Adults (MTUAS-PA) (Costa, Matos, Salvador, Vale-Dias, Castilho, Pinheiro, Zenha-Rela & Antunes, 2019)

Efetuou-se uma análise fatorial exploratória para identificar a estrutura subjacente, tendo-se obtido cinco factores.

O fator 1 (Ansiedade e dependência) tem a percentagem de variância explicada mais elevada (24.27%) e o fator 5 (Atitude positiva) a mais baixa (7.29%). O fator 2 (Preferência pelo multitasking) tem 4 itens e que os outros incluem três.

Os valores do Alfa de Cronbach dos diferentes fatores oscilam entre .67 (para a Atitude negativa) e .85 (para a Preferência pelo multitasking) sendo o valor do fator 3 (Atitude negativa) considerado medíocre e todos os outros bons.

REFERENCES

Rosen, L., Whaling, K., Carrier, L., Cheever, N., & Rokkum, J. (2013). The Media and Technology Usage and Attitudes Scale: An empirical investigation. Computers in Human Behavior, 29, 2501-2511. doi:10.1016/j.chb.2013.06.006

Costa, JJ., Matos, A.P., Salvador, M.C., Vale-Dias, M.L., Castilho, P., Pinheiro, M.R., Zenha-Rela, M. & Antunes, J. (2019). MTUAS-PA: Adaptação da Escala de Uso e Atitudes face às TIC e aos Media Sociais para adultos portugueses. Diagnóstico e Avaliação Psicológica: Atas do 10º Congresso da AIDAP/AIDEP, pp 118-139. Coimbra: Associação Ibero-Americana de Diagnóstico e Avaliação Psicológica.

CONTACTS

José Joaquim Costa

TITLE OF THE PORTUGUESE VERSION

Mental Health Continuum - Long Form (MHC-LF)

ORIGINAL VERSION

Keyes, C. L. M. (2007)

PORTUGUESE VERSION

Figueira, C., Pinto, A. M., Lima, L., Matos, A. P. & Cherpe, S. (2014)

GENERAL DESCRIPTION

This work analyses the performance of the Mental Health Continuum – Long Form (MHC-LF) – for Adults (Keyes, 2007), in a Portuguese sample of university students. The MHC-LF is a self-assessment scale, composed of forty items, that measures subjective well-being. These items are organized according to three distinct scales: positive emotional well-being, psychological well-being and social well-being. 465 students participated in this study from the following courses of Lisbon University: Psychology, Educational Sciences, Biology and Geology. Through conﬁrmatory factorial analyses we concluded that the three-dimensional model has a better ﬁt. Two studies of divergent and convergent validity were also carried out, using burnout and engagement measures, which conﬁrmed the validity of this measure in comparison to other measures of well-being. The results also conﬁrmed the reliability of the tool under study, showing good internal consistency for the full scale and for the three scales (α > .80).

REFERENCES

Figueira, C., Pinto, A. M., Lima, L., Matos, A. P., & Cherpe, S. (2014). Adaptação do Mental Health Continuum – LF – for adults em estudantes universitários portugueses. Revista Iberoamericana de Diagnostico y Evaluacion Psicologica, 2(3), 93-116.
Keyes, C. L. M. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. American Psychologist, 62(2), 98-108.

CONTACTS

Ana Paula Matos

TITLE OF THE PORTUGUESE VERSION

Escala de Atenção e Consciência Plena

ORIGINAL VERSION

Brown, K., & Ryan, R. (2003)

PORTUGUESE VERSION

Gregório, S., & Pinto-Gouveia, J. (2013)

GENERAL DESCRIPTION

The Mindful Attention and Awareness Scale (MAAS) is a self-report measure of mindfulness at a trait-level, developed to assess individual differences in the dispositional quality of mindfulness, in particular, attention and awareness in daily life present moment experience of individuals without meditation experience. This 15-item instrument addresses cognitive, emotional, physical, interpersonal and general domains, with no reverse scores and a single total score where higher scores reflect greater mindfulness.Mindfulness is indirectly assessed, and individuals are asked to rate the items by answering how mindlessly they do things and behave in their daily life (in opposition to being mindful of the present moment). This scale has been validated with college and community samples, both in its original and Portuguese versions. In the adaption of MAAS to the Portuguese population, two confirmatory factor analyses yielded a single-factor solution attesting for the goodness of fit of a model with 14 items of this scale. There is enough evidence to believe that the best solution is the 14-item version, more research is recommended. Cross-validation statistics showed that the single-factor structure is valid for different respondents from the general population, and MAAS was also found to have good convergent and divergent validities.

REFERENCES

Brown, K., & Ryan, R. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84, 822-848. doi:10.1037/0022-3514.84.4.822
Gregório, S., & Pinto-Gouveia, J. (2013). Mindful attention and awareness: Relationships with psychopathology and emotion regulation. The Spanish Journal of Psychology, 16, 1-10. doi:10.1017/sjp.2013.79

CONTACTS

Sónia Gregório

N

TITLE OF THE PORTUGUESE VERSION

Escala de Suporte e Frustração Parental das Necessidades

ORIGINAL VERSION

Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E.L., Deeder, J., Lens, W., Matos, L., Mouratidis, A., Ryan, R.M., Sheldon, K., Soenens, B., Petegem, S. V., Verstuyf, J. (2014)

PORTUGUESE VERSION

Cordeiro, P., Paixão, M. P., Lens, W., Lacante, M., & Sheldon, K. (2015)

GENERAL DESCRIPTION

The New Basic Psychological Need Satisfaction and Frustration Scale is a 18-item self-report scale measuring basic psychological need-satisfaction and need-frustration. The instrument comprises six independent scales. Three scales comprise 9 positively-worded items to measure the satisfaction of autonomy (e.g., “I feel a sense of choice and freedom in the things I undertake”), competence (e.g., “I feel confident that I can do things well”) and relatedness (e.g., “I feel close and connected with other people who are important to me”). The three remaining scales include 9 negatively-worded items to assess the frustration of autonomy (e.g., “I feel pressured to do too many things”), competence (e.g., “I feel insecure about my abilities”) and relatedness (e.g., “I feel the relationships I have are just superficial”). The items are rated on a 5-point Likert scale, ranging from 1 (“Completely untrue”) to 5 (“Completely true”). Target population: adolescents and adults

REFERENCES

Cordeiro, P. (2016). Cognitive-motivational determinants of career decision-making processes: Validation of a conceptual model. Unpublished Doctoral Dissertation.Faculty of Psychology and Education Sciences of the University of Coimbra.

CONTACTS

O

TITLE OF THE PORTUGUESE VERSION

Questionário Eus Possíveis Ocupacionais

ORIGINAL VERSION

Chalk, Meara, Day, & Davis (2005)

PORTUGUESE VERSION

Duarte, Paixão, & Silva (2016)

GENERAL DESCRIPTION

The OPS is composed of two parts that analyze three dimensions of possible selves of the subjects (adolescents and adults): expectations, fears and hopes in the relation to future professional occupations. The first part is composed of a list of fifteen professions, presented three times, so that the subjects can evaluate how much they expect, fear and idealize these professions on a Likert scale with five points from Not Provable (1) to Very Provable (5). In the second part subjects indicate, from the previous list of fifteen, the profession they most expect, fear or idealize, and describe ten reasons for the most feared profession and access, on a Likert scale from (1) Not Important to (2) Fairy Important, the degree of the importance of these reasons.

The OPS is composed of 45 items distributed of three dimensions that explain 72.9 % of the total variance: 1) Expected Occupations (explained variance = 29.7 %, α = .87, 15 items, three subscales: expected male occupation, expected female occupation, expected neutral occupation); 2) Feared Occupations (explained variance = 23.4 %, α = .88, 15 items, three subscales: feared male occupation, feared female occupation, feared neutral occupation); 3) Idealized Occupations (explained variance = 19.8 %, α = .83, 15 items, three subscales: idealized male occupation, idealized female occupation, idealized neutral occupation).

REFERENCES

Duarte, F. C.., Paixão, M. P., & Silva, J. T. (2016). Estudo preliminar da versão Portuguesa do questionário “Occupational Possible Selves”. In Atas do 3º Congresso da Ordem dos Psicólogos Portugueses, Lisboa, 28 de setembro a 1 de outubro de 2016 (pp. 997-1006). Lisboa: Ordem dos Psicólogos Portugueses. https://www.ordemdospsicologos.pt
Duarte, F. C., Silva, J. T., & Paixão, M. P. (2018). Estudos de Adaptação e Validação para a Cultura e Língua Portuguesas do Questionário Occupational Possible Selves. In M. C. Taveira & A. D. Silva (Coord.), Desenvolvimento de Carreira e Aconselhamento num Mundo Plural e Desafiador (pp. 209-221). APDC Edições: Universidade do Minho, Braga. www.apdc.eu
Duarte, F. C., Paixão, M. P., & Silva, J. T. (2020). Análise Fatorial Confirmatória da versão Portuguesa do Questionário Occupational Possible Selves. In M. O. Teixeira, I. Janeiro, C. Sampaio, A. D. Silva, & M. Bardagi (Coord.). Desenvolvimento de Carreira e Aconselhamento: Novos Contributos de Investigação e Prática, (62-71). APCD Edições: Universidade do Minho, Braga. www.apdc.eu
Chalk, L. M., Meara, N. M., Day, J. D., & Davis, K. L. (2005). Occupational Possible Selves: Fears and Aspirations of College Woman. Journal of Career Assessment, 13(2), 188-203.

CONTACTS

duartefc1417@gmail.com

P

TITLE OF THE PORTUGUESE VERSION

Escalas do Questionário Parental

ORIGINAL VERSION

Soenens, Vansteenkiste, Luyckx, & Goossens (2006)

PORTUGUESE VERSION

Cordeiro, P., Paixão, P., & Lens, W. (2015)

GENERAL DESCRIPTION

The 38-item Parenting Questionnaire Scales measures perceived parenting. The PQS is not a questionnaire per se, but a composite instrument composed of five scales: the 7-item autonomy-support scale, retrieved from the Perceptions of Parents Scales (POPS; Grolnick et al., 1991, e.g., “My mother/father is usually willing to consider things from my point of view), the 7-item responsiveness-warmth scale, included in the Child Report of Parent Behavior Inventory (CRPBI; Schaefer, 1965, e.g., “My father/mother makes me feel better after I discuss my worries with him/her”), the 8-item psychological control scale, integrated in the Youth Self-Report (PCS-YSR; Barber, 1996; e.g., “My mother/father changes the subject whenever I have something to say), the 8-item expectations for behaviour scale (e.g., “My mother/father believes that children should not be able to do anything they want”) and the 8-item Monitoring of Behavior Scale (e.g., “My mother/father asks me questions about how I am behaving outside the home”), included in the Parental Regulation Scale – Youth Self-Report (PRS-YSR; Barber, 2002). The PQS is rated separately for mothers (N = 38) and fathers (N = 38), on a 6-point Likert-type scale, ranging from 1 (Totally Agree) to 5 (Totally disagree). Target population: children and adolescents.

REFERENCES

Cordeiro, P. (2016). Cognitive-motivational determinants of career decision-making processes: Validation of a conceptual model. Unpublished Doctoral Dissertation.Faculty of Psychology and Education Sciences of the University of Coimbra.

CONTACTS

TITLE OF THE PORTUGUESE VERSION

Escala Parental de Auto-resposta

ORIGINAL VERSION

Gottman & Declaire (1997)

PORTUGUESE VERSION

Matos, A. P., Costa, J. J., Pinheiro, M. R., Silva, E., & Marques, C. (2017)

GENERAL DESCRIPTION

General description, including constructs and dimensions being assessed, targeted population, number of items, factor structure and scoring [e.g., which items should be reversed, which items belong to each subscale, etc.]: Introduction: The Parenting Scale Self-Test (Gottman & Declaire, 1997) evaluates what parents think about emotions and the way they react to them. It also tries to determine the ways by which the parents teach their children to recognize, express and deal with emotions. Objective: The aim of this study is to evaluate the psychometric properties of PSST, namely its factorial structure and internal consistency. Methods: The sample consisted of 335 parents (65.07% female and 34.93% male) whose children are between 14 and 20 years of age. The nature of the present study is quantitative, analytical and cross-sectional. An exploratory factorial analysis was conducted using the principal components method with direct oblimin rotation. Results: The structure of the scale changed from the original, presenting in the Portuguese sample three parenting styles towards emotions: 1st factor – disapproving style (explaining 13.75% of total variance); 2nd factor – explorer style (explaining 11.41% of total variance) and 3rd factor – accepting style (explaining 6.72% of total variance). The internal consistency of the scale showed alpha values of .87, .85 and .70, respectively. Conclusions: This research constitutes an initial step in the study of the psychometric properties of the PSST in a sample of the Portuguese population, and it can be an important contribution for future research and clinical practice.

REFERENCES

Gottman, J. M., & Declaire, J. (1997). The heart of parenting: How to raise an emotionally intelligent child. New York, NY: Simon & Schuster.
Matos, A. P., Costa, J. J., Pinheiro, M. R., Silva, E., & Marques, C. (2017). Parenting scale self-test: Study of psychometric properties. Millenium – Journal of Education, Technologies, and Health, 2(2), 87-97.

CONTACTS

Ana Paula Matos

TITLE OF THE PORTUGUESE VERSION

Escala das experiências traumáticas

ORIGINAL VERSION

Nijenhuis, E. R. S., Van der Hart, O., & Kruger, K. (2002)

PORTUGUESE VERSION

Espírito-Santo, H., Gonçalves, L., Cassimo, S., Martins, L., e Xavier, M. (2013)

GENERAL DESCRIPTION

CHARACTERIZATION: self-report trauma questionnaire comprising 29 different traumatic experiences with a 4 answer types, including the presence of the traumatic experience (1 or 0), onset age (first six years of life or later), the trauma duration (less/ more than one year), and the impact of the experiences (1 = none to 5 = very much). It assesses 5 types of trauma and 4 types of problems: emotional neglect, emotional abuse, body threat, sexual harassment, and sexual abuse (by parents and others), serious family problems (e.g., alcoholism, poverty, psychiatric problems of a member of family), death or loss of a family member, body harm, and war experiences. STRUCTURE AND SCORING: It is recommended the use of Nihenhuis syntax available at http://www.enijenhuis.nl/tec/ The syntax computes two indexes (overall index of number of traumas experienced resulting from the sum of all items, and the total area of traumatic presence which is the sum of the 5 traumatic experiences areas); and three trauma severity indexes (determined by the impact of trauma and age when it occurred, and assembled into emotional, physical, and sexual trauma). The severity of total trauma can range from 0 to 13 (neglect and emotional abuse, physical abuse, and sexual harassment or abuse) or from 0 to 24 (body threat, pain, and bizarre/strange punishment). The syntax also allows computing the psychosocial context in which the trauma occurred (within the family of origin, or by external elements of the family). PSICOMETRIC CHARACTERISTICS: P-TEC reliability was high (Cronbach α = 0.93) in a clinical sample. CUTOFF SCORE: An optimal cutoff point of 5.5 traumatic presences distinguished between clinical and non-clinical patients (AUC = 0.87, p < 0.001).

REFERENCES

Espírito-Santo, H., Gonçalves, L., Cassimo, S., Martins, L., e Xavier, M. (2013). The Portuguese traumatic experiences checklist (TEC): psychometrics and prevalence of traumatic experiences. European Psychiatry, 28(S1). doi:10.1016/S0924-9338(13)76554-4
Nijenhuis, E.R.S., Van der Hart, O., & Kruger, K. (2002). The psychometric characteristics of the Traumatic Experiences Questionnaire (TEC): First findings among psychiatric outpatients. Clinical Psychology and Psychotherapy, 9(3), 200-210.

CONTACTS

Helena Espírito Santo

TITLE OF THE PORTUGUESE VERSION

Escala Obsessivo-compulsiva Pós-Parto (POCS)

ORIGINAL VERSION

Lord, C.; Rieder, A.; Hall, G.B.C.; Soares, C.N.; Steiner, M. Piloting the perinatal obsessive-compulsive scale (POCS): Development and validation. J. Anxiety Disord. 2011, 25, 1079–1084.

PORTUGUESE VERSION

Pereira, A. T., Araújo, A., Azevedo, J., Marques, C. C., Soares, M. J., Cabaços, C., Marques, M., Pereira, D., Pato, M., & Macedo, A. (2022) https://www.mdpi.com/1660-4601/19/17/10624

GENERAL DESCRIPTION

POCS was developed to apply specifically to the perinatal period; it has two versions: for pregnant and postpartum women. It includes items to assess perinatal-specific obsessions and compulsions, as well as a severity scale and an interference scale. POCS includes 19 thoughts (Section A) and 14 behaviors (Section B). To assess symptom severity it is rated the amount of time spent, interference, distress, resistance and control of the disclosed thoughts and behaviors (severity scale: ten questions with scores ranging from 0 to 4, with higher scores indicating greater symptom severity).

REFERENCES

Pereira, A. T., Araújo, A., Azevedo, J., Marques, C. C., Soares, M. J., Cabaços, C., Marques, M., Pereira, D., Pato, M., & Macedo, A. (2022). The Postpartum Obsessive-Compulsive Scale: Psychometric, Operative and Epidemiologic Study in a Portuguese Sample. International Journal of Environmental Research and Public Health, 19(17), 1–17. https://doi.org/10.3390/ijerph191710624
Lord, C.; Rieder, A.; Hall, G.B.C.; Soares, C.N.; Steiner, M. Piloting the perinatal obsessive-compulsive scale (POCS): Development and validation. J. Anxiety Disord. 2011, 25, 1079–1084.

CONTACTS

Julieta Azevedo

TITLE OF THE PORTUGUESE VERSION

Escala de Inflexibilidade Psicológica - Infertilidade

ORIGINAL VERSION

Galhardo, A., Cunha, M., Monteiro, B., & Pinto-Gouveia, J. (2020)

GENERAL DESCRIPTION

The PIS-I is a 16-items unidimensional self-report instrument developed aiming to assess psychological inflexibility in people facing fertility problems. was developed. The items’ content are related to the core problem processes derived from an ACT/RFT perspective and specifically linked to the experience of infertility: a) Cognitive fusion (e.g., When I start thinking about my infertility it is difficult to do anything else); b) Experiential avoidance (e.g., I need to control my negative thoughts and feelings about infertility); c) Conceptualized self (e.g., Not being able to have children defines me as a person); d) Conceptualized past and future [e.g., I am invaded by thoughts and fantasies about the future (e.g., results of medical tests and treatments, whether or not I will be able to become a parent)]; e) Lack of values, confusion of goals with values (e.g., The infertility experience prevents me from getting involved with other important things in my life); f) Inability to commit with values driven actions [e.g., I often do not persist in doing things that could be important (e.g., being with friends, invest in the relationship with my partner)]. Respondents are asked to rate each item using a 1 “Never true” to 7 “Always true” scale.

REFERENCES

Galhardo, A., Cunha, M., Monteiro, B., & Pinto-Gouveia, J. (2020). Assessing psychological inflexibility in infertility: The development and validation study of the Psychological Inflexibility Scale – Infertility (PIS-I). Journal of Contextual Behavioral Science, 18, 239-246. https://doi.org/10.1016/j.jcbs.2020.09.006

CONTACTS

Ana Galhardo

Q

TITLE OF THE PORTUGUESE VERSION

Questionário de Relações Interpessoais - Versão Pai

ORIGINAL VERSION

Pierce, G. R., Sarason, I. G & Sarason, B. R. (1991)

PORTUGUESE VERSION

Marques, D., Pinheiro, M. R., Matos, A. P., & Marques, C. (2015)

GENERAL DESCRIPTION

Studies about the specific relationships’ quality with the father are scarce. The quality of Relationships Inventory – QRI proposed by Pierce, Sarason and Sarason (1991), evaluates three important dimensions of relationships perceived by the adolescent: Support, Depth and Conflict. The present research aimed to test
the structure of QRI father ́s version (Neves & Pinheiro, 2006; Matos, Pinheiro & Marques, 2013 – Portuguese version), with a Confirmatory Factor Analysis and to study the relations between the QRI dimensions. Sample comprised 312 adolescents, 171 females and 141 males, aged between 12 and 17 (M= 13.77, DP= 1.16). The three-factor solution proposed by Pierce et al. (1991) was confirmed in this Portuguese adolescent sample. High positive associations between Support and Depth subscales, (r= .76) and low negative associations between these subscales and the Conflict subscale (r= -.13 and r= -.09) were found in the father’s version of QRI. Support and Depth, in the relationship with the father, seem to be especially related to each other, presenting negative associations with Conflict. The results suggest that this
instrument, with a three factor structure, can be used in future researches namely to study preventive interventions with adolescents and their families designed to diminish vulnerability to psychopathology, namely depression.

REFERENCES

Marques, D., Pinheiro, M. R., Matos, A. P., & Marques, C. (2015). Confirmatory factor analysis of the QRI Father’s Version in a Portuguese sample of adolescents. Procedia – Social and Behavioral Sciences, 165, 267-274. doi:10.1016/j.sbspro.2014.12.631
Pierce, G. R., Sarason, I. G., & Sarason, B. R. (1991). General and relationship-based perceptions of social support: Are two constructs better than one? Journal of Personality and Social Psychology, 61, 1028-1039. doi:10.1037/0022-3514.61.6.1028

CONTACTS

Maria do Rosário Pinheiro

TITLE OF THE PORTUGUESE VERSION

IQRI - Versão Mãe

ORIGINAL VERSION

Pierce, G. R., Sarason, I. G., & Sarason, B. R. (1991)

PORTUGUESE VERSION

Marques, D., Matos, A. P., & Pinheiro, M. R. (2014)

GENERAL DESCRIPTION

The mother’s version of Quality of Relationships Inventory (QRI-MV Pierce, Sarason & Sarason, 1991) intends to evaluate the social support as perceived by the adolescent in terms of Support, Depth and Conflict, in the specific domain of the relation established with the mother. Traditionally, literature has pointed out that a positive relation with the mother is important for the mental health of children. Aims: The present investigation aims to sustain the three-factor structure of the QRI-MV, found by Pierce, et al. (1991), with a confirmatory factor analysis and study the relations between QRI-MV dimensions. The sample comprised 312 adolescents, 171 girls e 141 boys, aged between 12 and 17 (M= 13.77, DP= 1.16). In this sample of adolescents the three-factor solution proposed by Pierce et al. (1991) was confirmed: Support, Depth and Conflict. High positive associations were found between Support and Depth subscales (r= .63) and moderate negative associations between these subscales and the Conflict subscale (r= -.32 and r= – .30, respectively) Conclusion: The present study points out the importance of the three dimensions, Support, Depth and Conflict in relations established by adolescents with their mothers. Support and Depth seem to be especially related between each other, presenting moderate and negative associations with Conflict. These specific issues related to mother’s relationship with adolescents should be considered in future studies and in preventive interventions with adolescents and families, in order of protecting them from psychopathology.

REFERENCES

Marques, D., Matos, A.P. & Pinheiro, M.R. (2014). Estudo da estrutura fatorial da versão mãe para adolescentes do inventário da qualidade dos relacionamentos interpessoais (IQRI, de Pierce, Sarason & Sarason, 1991). Psicologia, Saúde & Doenças, 15(1), 234-244.
Pierce, G. R., Sarason, I. G, & Sarason, B. R. (1991). General and relationship-based perceptions of social support: Are two constructs better than one? Journal of Personality and Social Psychology, 61, 1028-1039. doi:10.1037/0022- 3514.61.6.1028

CONTACTS

Ana Paula Matos

TITLE OF THE PORTUGUESE VERSION

Inventário da Qualidade dos Relacionamentos Interpessoais – Perceção dos Pais

PORTUGUESE VERSION

Matos, A. P., Pinheiro, M. R., Costa, J. J., & Mota, A. (2016)

GENERAL DESCRIPTION

Literature reports that the quality of family relationships, particularly with parents, is associated with psychopathology, namely depression, in adolescents. QRI was developed by Pierce, Sarason and Sarason (1991) and adapted to the Portuguese population by Neves and Pinheiro (2006), and the QRI-PP was created from QRI for adolescents. The present study intends to analyse the factorial structure and reliability of the Quality of Relationships Inventory – Parents Perception (QRI-PP). The sample was composed by 456 parents of adolescents with ages between 12 to 17 years. Similarly to QRI, the QRI-PP assesses the parents’ perceptions of social support, depth and conflict in the relationships with their children. The aims of the study were to conduct an exploratory factor analysis, followed by a confirmatory factor analysis to identify the factorial structure of IQRIPP. The results obtained showed that the instrument is composed by 16 items, distributed in two factors: support/depth and conflict, with adequate Cronbach’s alphas, indicating that QRI-PP is a valid instrument to analyse the parents/children quality of relationships, from the perspective of parents. A bi-factorial structure was also obtained in previous researches, conducted in Portuguese population, of the father and mother versions of QRI for adolescents (Matos, Pinheiro, Costa, & Mónico, 2015; Matos, Pinheiro, & Marques, 2013; Pinheiro, Matos, & Marques, 2013). Future studies should explore other validity indices of QRIPP.

REFERENCES

Matos, A. P., Pinheiro, M. R., Costa, J. J., & Mota, A. (2016). Quality of Relationships Inventory-Parents Perception (QRI-PP). Proceedings of Social & Behavioural Sciences, 12, 116-127.
Pierce, G. R., Sarason, I. G, & Sarason, B. R. (1991). General and relationship-based perceptions of social support: Are two constructs better than one? Journal of Personality and Social Psychology, 61, 1028-1039. doi:10.1037/0022- 3514.61.6.1028

CONTACTS

Ana Paula Matos

TITLE OF THE PORTUGUESE VERSION

Questionário Multidimensional da Temporalidade Subjetiva

ORIGINAL VERSION

Duarte, Silva, & Paixão (2020)

GENERAL DESCRIPTION

The Questionnaire Multidimensional of the Subjective Temporality (QMST) was drawn from itens extracted from three instruments of the Temporal Perspective, Zimbardo Time Perspective Inventory (ZTPI), Future Time Perspective Scale (FTPS) and Temporal Perspective Inventory (TPI). The QMST which assesses the subjective temporality of high school students, consists of 37 listed items of a Likert response scale of five points on which 1 = Strongly disagree and 5 = Strongly agree. The items are distributed in six dimensions that explain 59.1% of the total variance: 1) Perception of Uncontrollability (explained variance = 31.4 %, α = .94, items 35, 38, 39, 52, 53 of Fatalist Present of the ZTPI and items 16, 18, 19, 21, 22, 23, 24, 27 of Instrumentality of the FTPS); 2) Negative Past of the ZTPI (explained variance = 6.8 %, α = .82, items 16, 27, 34, 50, 54); 3) Valency of the FTPS (explained variance = 5.4 %, α = .76, items 9, 11, 12, 13, 14, 15); 4) Future of the ZTPI (explained variance = 4.6 %, α = .71, items 13, 30, 40, 43, 45, 51); 5) Hedonist Present of the ZTPI (explained variance = 4.0 %, α = .64, items 46, 48, 55); 6) Anxious Future of the TPI (explained variance = 3.7 %, α = .67, 4 items).

REFERENCES

Duarte, F. C., Silva, J. T., & Paixão, M. P. (2020). A Organização da Temporalidade Subjetiva: Contributos para a identificação de perfis de adaptabilidade de carreira no ensino secundário. In M. O. Teixeira, I. Janeiro, C. Sampaio, A. D. Silva, & M. Bardagi (Coord.). Desenvolvimento de Carreira e Aconselhamento: Novos Contributos de Investigação e Prática, (pp. 50-60). APCD Edições: Universidade do Minho, Braga. www.apdc-eu

CONTACTS

duartefc1417@gmail.com

TITLE OF THE PORTUGUESE VERSION

Questionário de Comunicação em Educação Sexual na Escola – Versão Adolescentes

PORTUGUESE VERSION

Carvalho, C. P., Pinheiro, M. R., Vilar, D., & Pinto Gouveia, J. (2014)

GENERAL DESCRIPTION

This self-report instrument is composed of two sections. The first section, composed of 23 items, evaluates the perception of adolescents about their own communication competences in approaching sexual education with their professors and the frequency with which, in the last month, they used them. The second section is composed of 11 items and assesses the adolescents’ perceptions about the communication strategies used by professors and the frequency with which, in the last month, the professors applied them in the context of scholar sexual education. The results of the dimensionality analysis of the first section of the scale, revealed a three-dimensional structure, composed of three factors:

F1 – Communication competencies based on information sharing (items 8, 9, 12, 15, 17, 18, 19, 20, 21, 22 and 23) (α=.95);
F2 – Communication competencies based on emotional attention (items 10, 11, 13, 14 and 16) (α=.91);
F3 – Communication competencies based on ambience management and seeking support (items 1, 2, 3, 4, 5, 6 and 7) (α=.90).

The results of the dimensionality analysis of the second section of the scale revealed a two-dimensional structure, composed of two factors:

F1 – Communication strategies based on manipulation (items 1, 2, 5, 6, 7, 8 and 11) (α=.92);
F2 – Communication strategies based on assertiveness (items 3, 4, 9 and 10) (α=.87).

REFERENCES

Carvalho, C. P., Pinheiro, M. R., Vilar, D., & Pinto Gouveia, J. (2014). Communication Questionnaire on Sexual Education at School – Teenage Version: Validation study with Portuguese youth. Revista Saúde Reprodutiva, Sexualidade e Sociedade, 4, 21-32.

CONTACTS

TITLE OF THE PORTUGUESE VERSION

Questionário de Comunicação em Educação Sexual na Escola – Versão Professores

PORTUGUESE VERSION

Carvalho, C. P., Pinheiro, M. R., Pinto Gouveia, J., & Vilar, D. (2016)

GENERAL DESCRIPTION

This self-report instrument is composed of two sections, being the first one related to the frequency that, in the last month, the professors used certain competences to communicate with their students about sexuality and sexual education. The second section of the instrument is related to general communication strategies that, in the last month, the professors used to approach sexual education with their students. The results of the dimensionality analysis of the first section of the scale, revealed a three-dimensional structure, composed by three factors:

F1 – Communication competences based on information sharing (items 8, 9, 11, 13, 14, 15, 16, 17, 18, 19, 20 and 21) (α=.93);
F2 – Communication competences based on personal exposure (items 5, 10, 12 and 22) (α=.72);
F3 – Communication competences based on environment management (items 1, 2, 3 and 24) (α=.81).

The results of the dimensionality analysis of the second section of the scale, revealed a two-dimensional structure, composed by two factors:

F1 – Assertive communication strategies (items 4, 9, 10, 12, 13 and 14) (α=.89);
F2 – Manipulative communication strategies (items 1, 2, 3, 5, 6 and 8) (α=.87).

REFERENCES

Carvalho, C. P., Pinheiro, M. R., Pinto Gouveia, J., & Vilar, D. (2016). Communication about sexual education in schools: Preliminary study of validation of the Questionnaire of Communication about Sexual Education in the School – Teacher Version. Revista Educação, Sociedade & Culturas, 48, 127-147.

CONTACTS

TITLE OF THE PORTUGUESE VERSION

Questionário de Conhecimentos sobre Sexualidade

PORTUGUESE VERSION

Carvalho, C. P., Pinheiro, M. R., Pinto Gouveia, J., & Vilar, D. (2017)

GENERAL DESCRIPTION

This self-report instrument aims to assess the knowledge in a difficulty continuum and to distinguish the students with different levels of knowledge. Analyses based on the Classical Tests Theory were conducted. The difficulty index (DI) and the discrimination index (D) were studied. This instrument is composed of six thematic areas:

First sexual relation and sexual preoccupations (items 1, 3, 14, 17 and 22);
Sexuality and sexual pleasure (items 6,15 and 23);
Contraception and safe sexual practices (items 7, 8, 9, 11, 19 and 26);
Pregnancy prevention (items 2 and 13);
Sexual transmitted infections and HIV/AIDS (items 4, 5, 10, 12, 16, 18, 21 and 24);
Counselling and attendance in sexual and reproductive health (SRH) (items 20 and 25).

The answer scale is dichotomous (true/false) which permits the quotation of one (1) for correct answers and zero (0) for incorrect answers. The number one (1) means that the answer is given in the correct sense, indicating adequate knowledge about sexuality. Non answered items are quoted with a zero (0). Items 1, 3, 4, 6, 9, 10, 13, 14, 15 16, 19 and 24 are punctuated inversely, and the result consists of the sum of correct answers. The highest punctuations reflect the highest levels of knowledge and the possible results of this final version vary from 0 to 25.

REFERENCES

Carvalho, C. P., Pinheiro, M. R., Pinto Gouveia, J., & Vilar, D. (2017). Knowledge about sexuality: Construction and validation of an assessment instrument for adolescents in school. Revista Portuguesa de Educação, 30, 249-274, doi:10.21814/rpe.9032

CONTACTS

TITLE OF THE PORTUGUESE VERSION

Questionário de Pittsburgh sobre a Qualidade do Sono [PSQI em Português Europeu (EP) ou Português de Portugal]

ORIGINAL VERSION

Buysse et al. (1989)

PORTUGUESE VERSION

Mapi Research Institute (2008), and Gomes et al. (2018)

GENERAL DESCRIPTION

The Pittsburgh Sleep Quality Index (PSQI) is a self-response questionnaire developed by Buysse et al. (1989), originally to discriminate between “good” and “poor” adult sleepers. Both for clinical and non-clinical applications, it may help to identify the main areas in which sleep may (or may not) be disturbed.

The PSQI has been translated into several languages, and there is more than one Portuguese version. The one mentioned here is the MAPI Institute “Portuguese for Portugal” translation indicated by the University of Pittsburgh, which was validated to Portugal by Gomes et al. (2018) including reliability, validity, norming (M +/- SD by age group, sex, and clinical vs. non-clinical group), and clinical accuracy (i.e., sensitivity and specificity) studies.

The PSQI consists of 19 items (plus 5 clinically relevant questions not considered for scoring purposes), which are distributed into seven “components”: subjective sleep quality; sleep latency; sleep duration; habitual sleep efficiency; sleep disturbances; use of sleeping medication; day-time dysfunction. Each component is scored from 0 a 2, and the sum of the component scores yields a global PSQI score.

According to Buysse et al. (1989), an overall score of 6 points or higher may be used to identify poor sleepers. The Portuguese validation study of Gomes et al. (2018) has confirmed this cut-off point was suitable for the European Portuguese version too and, in addition, has found an optimal cut-off point to discriminate between non-clinical and clinical sleep patients of 8 points or higher.

REFERENCES

Gomes, A.A., Marques, D.R., Meiavia, A.M., Cunha, F., & Clemente, V. (2018). Psychometric properties and accuracy of the European Portuguese version of the Pittsburgh Sleep Quality Index in clinical and non-clinical samples. Sleep and Biological Rhythms, 16, 413–422. https://doi.org/10.1007/s41105-018-0171-9
Marques, D.R., Gomes, A.A., Meiavia, A., Salgueiro, A., Ribeiro, C. C., & Dischler, J. (2013). Reliability and initial validation of the Pittsburgh Sleep Quality Index, European Portuguese version: A preliminary study in a sample of higher education students. Sleep Medicine, 14 (s1), e140. http://dx.doi.org/10.1016/j.sleep.2013.11.316
Mapi Research Institute (2008). Questionário de Pittsburgh sobre a Qualidade do Sono. PQSI—Portugal/Portuguese—Version of 18 Sep 08 [ID4842/PSQI_AU1.0_por-PT.doc]. Mapi Research Trust.
Buysse, D. J., Reynolds, C. F., 3rd, Monk, T. H., Berman, S. R., & Kupfer, D. J. (1989). The Pittsburgh Sleep Quality Index: a new instrument for psychiatric practice and research. Psychiatry research, 28(2), 193–213.

CONTACTS

Ana Allen Gomes

Note: To obtain permission for certain types of use you may have to contact the Mapi Research Trust, https://eprovide.mapi-trust.org/instruments/pittsburgh-sleep-quality-index , or the University of Pittsburgh Center for Sleep and Circadian Science, https://www.sleep.pitt.edu/instruments/

TITLE OF THE PORTUGUESE VERSION

Questionário sobre o Sono na Terceira Idade (QSTI)

PORTUGUESE VERSION

Marques, M., Espirito-Santo, H., Matreno, J., Fermino, S., Alves, V., Vigário, V. … & Ferreira, L. (2012)

GENERAL DESCRIPTION

CHARACTERIZATION: A self or hetero-response instrument designed to assess sleep quality specifically in old age. STRUCTURE AND SCORING: The PSQI comprises a first section with 7 items assessing sleep latency, difficulty in falling asleep, number of night awakenings, waking up spontaneously too early, subjective perception that waking up too early constitutes a problem for the person and two items that evaluate general subjective sleep quality and sleep depth. In this first section the answers range from 0 to 4, and their sum provides the Subjective Sleep Quality Index that can range from 0 (better sleep) to 28 (worse sleep). The second section, concerning sleep correlates, is composed of 12 dichotomous questions (Yes/No) (e.g., daytime sleepiness; physical activity). A Insomnia Index, based on DSM-5 criteria, results from having answered “yes” to questions 1.1 to 1.4 and “no” to questions 1.6, 2.1 to 2.6, 7.1 to 7.5, 9 and 10.1 to 10.4. PSYCHOMETRIC CHARACTERISTICS: The internal consistency was good (Cronbach’s α= 0.81). A principal components analysis and the scree plot inspection revealed a meaningful one-factor solution, explaining 48.8% of the total variance.

REFERENCES

Marques, M., Espirito-Santo, H., Matreno, J., Fermino, S., Alves, V., Vigário, V. … & Ferreira, L. (2012). Psychometric properties of a subjective sleep quality index to be used with the elderly: an exploratory study. Journal of Sleep Research, 21(S1), 199. doi:10.1111/j.1365-2869.2012.01044.x

CONTACTS

Helena Espírito Santo

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TITLE OF THE PORTUGUESE VERSION

Escala de Auto-avaliação de Puberdade

ORIGINAL VERSION

Carskadon, M. A., & Acebo, C. (1993)

PORTUGUESE VERSION

Crisóstomo, A. M. O., Gomes, A. C. A., & Couto, D. A. (2013)

GENERAL DESCRIPTION

This scale aims to be a minimally invasive self-rating measure to assess pubertal status, without using pictorial representations, interviews or physical examinations. The scale was proposed by Carskadon and Acebo (1993) consisting on the conversion to self-report format of the interview-based Pubertal Development Scale (PDS) described in Peterson et al. (1988), based on Tanner stages. The SSPD is a brief self-rating scale for children from 9 years old. It comprises 5 items: 1 to 3 are common to both sexes, whereas 4 and 5 are unique for each sex.Each item is rated in a 4-point Likert scale from 1 to 4, except for the menarche item in the girl’s version (scored 1 or 4). A global score is computed separately for boys and girls according to an algorithm described by Petersen et al. (1988), cf. e.g., http://www.sleepforscience.org/contentmgr/showdetails.php/id/91.The global score, depending on the participant sex, would correspond to one of the Tanner puberty stages: Prepubertal; Early pubertal; Midpubertal; Late pubertal; Postpubertal.

REFERENCES

Crisóstomo, A. M. O., Gomes, A. C. A., & Couto, D. A. (2013). Pubertal development and psychological symptoms: Preliminary data in a Portuguese sample of 11-15 years-old students [Abstract]. Atención Primaria, 45, 112.
Carskadon, M. A., & Acebo, C. (1993). A self-administered rating scale for pubertal development. Journal of Adolescent Health, 14, 190-195.

CONTACTS

Daniel Ruivo Marques

Escala da Autocompaixão

ORIGINAL VERSION

Neff, K. (2003)

PORTUGUESE VERSION

Castilho, P., Pinto-Gouveia, J., & Duarte, J. (2015)

GENERAL DESCRIPTION

The SCS-LF is a 26-item self-report questionnaire that measures six components of self-compassion: self-kindness (five items, e.g., “I try to be understanding and patient toward those aspects of my personality I don’t like”); self-judgment (five items, e.g., “I’m disapproving and judgmental about my own flaws and inadequacies”); common humanity (four items, e.g., “I try to see my failings as part of the human condition”); isolation (four items, e.g., “When I think about my inadequacies it tends to make me feel more separate and cut off from the rest of the world”); mindfulness (four items, e.g., “When something Factor Analysis of the Long and Short Self-Compassion Scale 5 painful happens I try to take a balanced view of the situation”); and overidentification (four items, e.g., “When I’m feeling down I tend to obsess and fixate on everything that’s wrong”). Mean scores on the six subscales can be averaged (after reverse-coding negative items) to create an overall self-compassion score. Items are rated on a 5-point Likert scale ranging from 1 (almost never) to 5 (almost always).

REFERENCES

Castilho, P., Pinto-Gouveia, J., & Duarte, J. (2015). Evaluating the multifactor structure of the long and short versions of the self-compassion scale in a clinical sample. Journal of Clinical Psychology, 71, 856-870. doi:10.1002/jclp.22187
Neff, K. D. (2003). Development and validation of a scale to measure self-compassion. Self and Identity, 2, 223-250. doi:10.1080/15298860390209035

CONTACTS

TITLE OF THE PORTUGUESE VERSION

Escala de Comparação Social através da Aparência Física

PORTUGUESE VERSION

Ferreira, Pinto-Gouveia, & Duarte (2011)

GENERAL DESCRIPTION

Social Comparison through Physical Appearance Scale (SCPAS). This scale was based on the original Social Comparison Rating Scale (SCRS; Allan & Gilbert, 1995) and assesses the subjective perception of women’s attractiveness, social ranking and group fit, according to the way one compares herself with others, using physical appearance as a reference. The participants are instructed to select a number, using a Likert scale ranging from 1 to 10, which best translates the way they feel in relation to other people [e.g., ‘When I physically compare myself with friends, colleagues and other known girls (proximal targets – Part A: Peers) /models, actresses or celebrities (distal targets – Part B: Models), I feel . . . Inferior/Superior, Left out/Accepted, Devalued/Valued’]. Higher scores represent more favourable comparisons. The SCPAS presents a high internal reliability (.94 in Part A: Peers, and .96 in Part B: Models).

REFERENCES

Ferreira, C., Pinto-Gouveia, J., & Duarte, C. (2013). Physical appearance as a measure of social ranking: The role of a new scale to understand the relationship between weight and dieting. Clinical Psychology and Psychotherapy, 55-66. doi:10.1002/cpp.769
Ferreira, C., Pinto-Gouveia, J., & Duarte, C. (2011). Desenvolvimento de uma Escala de Comparação Social através da Aparência Física: Estudo exploratório da estrutura factorial e das propriedades psicométricas numa amostra feminina da população geral. Psychologica, 54, 309-330. doi:10.14195/1647-8606_54_12

CONTACTS

Cláudia Ferreira

TITLE OF THE PORTUGUESE VERSION

Questionário de Valores Sociais

ORIGINAL VERSION

Ciarrochi, J., Blackledge, J. T., & Heaven, P. (2006)

PORTUGUESE VERSION

Cunha, M., Coelho, N., Xavier, A., Galhardo, A., Couto, M., & Espírito-Santo, H. (2014)

GENERAL DESCRIPTION

This questionnaire consists of 27 items that assess internal motivation, external motivation, and the degree of commitment to personal values in the context of friendship, family, and love relationships. The preliminary analysis of this instrument suggests a single factor for each dimension of motivational orientation and commitment to values throughout the relationships of friendship, family, and love.

REFERENCES

Blackledge, J. T., Ciarrochi, J., Bilich, L., & Heaven, P. (2007). Continuing validation of the social values survey. In Presented at the Association for Behavior Analysis Conference, San Diego, CA.
Ciarrochi, J., Blackledge, J. T., & Heaven, P. (2006). Initial validation of the social values survey and personal values questionnaire. In Presented at the Second World Conference on the ACT, RFT, and Contextual Behavioural Science, London, England.
Ferssizidis, P., Adams, L.M., Kashdan, T.B, Plummer, C., Mishra, A. & Ciarrochi, J. (2010). Motivation for and commitment to social values: The roles of age and gender. Motivation and Emotion, 34, 354-362. DOI: 10.1007/s11031-010-9187-4
Cunha, M., Coelho, N., Xavier, A., Galhardo, A., Couto, M., & Espírito-Santo, H. (2014b). EPA-1701 – Social values assessment in adolescence: an exploratory study of the psychometric properties of the social values survey and its relationship with affective states and hope. European Psychiatry, 29, Supplement 1, 1.
Coelho, Nair (2013). “Valores Sociais na Adolescência: Estudo exploratório das características psicomé-tricas do Social Values Questionnaire” (Social Values in Adolescence: An exploratory study of the psychometric properties of the Social Values Questionnaire). Dissertação do 2º. Ciclo em Psicologia Clínica, Especialização em Psicoterapia e Psicologia Clínica, ISMT.

CONTACTS

TITLE OF THE PORTUGUESE VERSION

Versão Torga do Teste Stroop

ORIGINAL VERSION

Trenerry, M. R., Crosson, B., DeBoe, J,. & Leber, W. R. (1995)

PORTUGUESE VERSION

Garcia, I., Pessoa, I., Monteiro, B., Daniel, F., Lemos, L., & Espirito Santo, H. (2016)

GENERAL DESCRIPTION

CHARACTERIZATION: The test assesses selective attention, inhibitory control, and cognitive flexibility (components of executive functioning), but also involves a verbal skill (reading). STRUCTURE AND SCORING: The test includes three cards: 1) a pre-test color recognition card, with 4 “X” printed in four different colors [black (hex: 000000), blue (hex: 0096FF), green (hex: 00E000),pink (hex: FF72DE)]; 2) a reading and naming color training card with 4 words written in four incongruent colors; 3) a stimulus card with four columns of 28 items each (total 112 words) for the reading task and for the interference task. The interference task involves the naming of the color of words, which are written in incongruent colors. After color recognition (card 1), reading and naming training (card 2), participants are instructed to read words and to name colors, as fast as possible (card 3). In both tasks the numbers of the correct answers are recorded (total of answers less the errors), registering the time spent in each task, in the maximum time of 120 seconds. The speed reduction in the interference task is referred as word-color interference effect. The difference between scores in the reading (number / 120 sec.) and naming (number / 120 sec.) tasks allows to compute the inhibitory control index. PSICOMETRIC CHARACTERISTICS: Internal consistency, measured by Cronbach’s alphas for reading and naming tasks were excellent (α = 0.99). Test-retest reliabilities were adequate (Reading: r = 0.48; p = .06; Naming: r = 0.85; p < .001; inhibitory control index: r = 0.61; p < .01). Naming scores correlated with measures of executive functioning (Frontal Assessment Battery: r = 0.33; p < .01; Rey-Osterrieth Complex Figure: r = 0.33; p < .01), assuring its convergent validity.

REFERENCES

Garcia, I., Pessoa, I., Monteiro, B., Daniel, F., Lemos, L., & Espirito Santo, H. (2016). Propriedades psicométricas da versão Torga do Teste Stroop. Revista Portuguesa de Investigação Comportamental e Social, 2(2), 55-64. doi:10.7342/ismt.rpics.2016.2.2.41
Trenerry, M. R., Crosson, B., DeBoe, J. & Leber, W. R. (1995). Stroop neuropsychological screening test (Manual). Tampa: Psychological Assessment Resources.

CONTACTS

Helena Espírito-Santo

T

TITLE OF THE PORTUGUESE VERSION

Tarefa de Ordenação de Meses da Universidade de Coimbra (TOMuc)

ORIGINAL VERSION

Leitão, J., Bueckenhout, I., Allen Gomes, A. (2018)

GENERAL DESCRIPTION

The ucMOT was developed to be used in both research and clinical settings. Its structure was based on the task devised by Kempler et al. (1998), who adapted Daneman and Carpenter’s (1980) RST, removing several sources of added difficulty, such as its dual-task structure. Similar to the original RST, Kempler’s month ordering task comprises five span levels containing lists that range from two to six month names. Four trials are included in each span level, instead of the original three trials in the RST. The ucMOT departs from Kempler’s task with respect to the criteria for selecting the month names. Our criteria aimed to restrain the need to recruit the inhibitory processes that likely are required to reduce the interference from closely repeated month names. Hence, within each span level of the ucMOT, the month names are not repeated until the actual span level renders repetition unavoidable. This first repetition occurs in span level 4, with four repetitions. The number of repetitions increases over the following span levels and is kept to a minimum in each level. The distance between repetitions within span levels is maximized, and the creation of a trial containing only names that have already been used within the trial’s span level is systematically avoided. This latter rule is upheld until the actual span level forces its breakdown (e.g., two trials containing only within-span repetitions in span level 6). The administration procedure includes an interruption criterion, which was empirically determined to minimize information loss while reducing administration time. The task should be interrupted after the test-taker errs in all four trials of a given span level.

REFERENCES

Buekenhout, B., Leitão, J., & Allen Gomes, A. (in press). A new test for the assessment of Working Memory in clinical settings: Validation and norming of a month ordering task. Psychological Assessment.

CONTACTS

José Leitão

TITLE OF THE PORTUGUESE VERSION

The Compass of Shame Scale - 5 (CoSS-5)

ORIGINAL VERSION

Elison, J., Lennon, R., & Pulos, 2006

PORTUGUESE VERSION

Da Motta, Ribeiro da Silva, Brazão & Rijo, 2012

GENERAL DESCRIPTION

The Compass of Shame Scale – 5 (CoSS-5) is a 58-item self-reported questionnaire designed to assess the five shame-coping styles in an adult population (Attack-self, Withdrawal, Attack-others, Avoidance and Adaptive). Items are rated on a 5-point Likert scale from Never (0) to Almost always (4). Results point to the structural validity of the CoSS-5, whether using the four or the five-factor measurement model. Both measurement models also proved to be sex-invariant and having good psychometric properties.

REFERENCES

Elison, J., Lennon, R., & Pulos, S. (2006). Investigating the compass of shame: The development of the Compass of Shame Scale. Social Behavior and Personality: An International Journal, 34(3), 221–238. https://doi.org/10.2224/sbp.2006.34.3.221
Elison, J., Pulos, S., & Lennon, R. (2006). Shame-focused coping: An empirical study of the Compass of Shame. Social Behavior and Personality: An International Journal, 34(2), 161–168. https://doi.org/10.2224/sbp.2006.34.2.161
Capinha, M., Rijo, D., Matos, M., & Pereira, M. (2021). The Compass of Shame Scale: Dimensionality and gender measurement invariance in a Portuguese sample. Journal of Personality Assessment. 103(6), 807-817.
Vagos, P., Ribeiro da Silva, D., Brazão, N., Rijo, D., & Elison, F. (2019). Psychometric properties of the Compass of Shame Scale: Testing for measurement invariance across community boys and boys in foster care and juvenile detention facilities. Child & Youth Care Forum, 48, 93-110. Doi:10.1007/s10566-018-9474-x

CONTACTS

Diana Ribeiro

TITLE OF THE PORTUGUESE VERSION

Escala de Engagment e Ações Compassivas para adolescentes (EEAC-A)

ORIGINAL VERSION

Gilbert, P., Catarino, F., Duarte, C., Matos, M., Kolts, R., Stubbs, J., Ceresatto, L., Duarte, J., Pinto-Gouveia, J., & Basran, J. (2017)

PORTUGUESE VERSION

Cunha, M., Matos, M., Gilbert, P., Pinto-Gouveia, J., & Duarte, C. (2016)

GENERAL DESCRIPTION

The Compassionate Engagement and Actions Scale for adolescents (CEAS-A) aims to assess compassion on three directions: self-compassion (SCS), compassion to others (CTOS) or compassion received from others (CFOS). Each of these scales encompasses two sections: 1) Compassionate Engagement, consisting of 8 items that assess motivation and the ability to deal with suffering with a warm and accepting attitude 2) the Compassionate Actions section, consisting of 5 items focused on helpful and tolerant ways to deal with negative emotions and thoughts in difficult situations. Items are answered on a 10-point response scale where 1 corresponds to Never and 10 to Always. The total of each section results from the sum of its component items, excluding reverse coded items (items 3 and 7 from the Engagement section and item 3 from the Actions section). The higher the score, the greater the compassion directed to oneself, to others and the ability of receiving compassion from others.

REFERENCES

Cunha, M., Rodrigues, C., Matos, M., Galhardo, A., & Couto, M. (2017). Compassionate Attributes and Action Scale for Adolescents: adaptation and validation (EV0094). European Psychiatry, 41, S434, S1-S910. doi:10.1016/j.eurpsy.2017.01.423
Gilbert, P., Catarino, F., Duarte, C., Matos, M., Kolts, R., Stubbs, J., . . . Basran, J. (2017). The development of compassionate engagement and action scales for self and others. Journal of Compassionate Health Care, 4, 4. doi:10.1186/s40639-017-0033-3
Cunha, M., Galhardo, A., Gilbert, P., Rodrigues, C., & Matos, M. (2021). The flows of compassion in adolescents as measured by the Compassionate Engagement and Action Scales. Current Psychology, 1-15.

CONTACTS

TITLE OF THE PORTUGUESE VERSION

Escala de Experiências Precoces de Vida para Adolescentes

ORIGINAL VERSION

Gilbert, P., Cheung, M., Grandfield, T., Campey, F., & Irons, C. (2003)

PORTUGUESE VERSION

Pinto-Gouveia, J., Xavier, A., & Cunha, M. (2016)

GENERAL DESCRIPTION

The ELES is a self-report instrument to measure emotional memories in one’s family, linked to recall of feeling devalued, frightened and having to behave in a subordinate way. Whereas many recall of early life ask about recalling specific experiences or how one parent acted towards one, this scale asks about memories of personal feelings. This scale consists of 15 items and three subscales:

Threat (six items; e.g. ‘‘I experienced my parents as powerful and overwhelming’’);
Submissiveness (six items; e.g. ‘‘I often had to give in to others at home’’);
Unvalued (three reversed items; e.g. ‘‘I felt very comfortable and relaxed around my parents’’).

Participants were asked how frequently each statement was true for them and rated each item on a five-point measure (ranging from 1 = ‘‘Completely untrue’’, to 5 = ‘‘Very true’’). The scale can be used as a single construct or as three separate subscales.

REFERENCES

Gilbert, P., Cheung, M., Grandfield, T., Campey, F., & Irons, C. (2003). Recall of threat and submissiveness in childhood: Development of a new scale and its relationship with depression, social comparison and shame. Clinical Psychology & Psychotherapy, 10, 108-115.doi:10.1002/cpp.359
Pinto-Gouveia, J., Xavier, A., & Cunha, M. (2016). Assessing early memories of threat and subordination: Confirmatory Factor Analysis of the Early Life Experiences Scale for Adolescents. Journal of Child and Family Studies, 25, 54-64. doi:10.1007/s10826-015-0202-y

CONTACTS

TITLE OF THE PORTUGUESE VERSION

Escala da Formas do Autocriticismo e Autotranquilização

ORIGINAL VERSION

Gilbert, P., Clarke, M., Hempel, S., Miles, J.N.V., & Irons, C. (2004)

PORTUGUESE VERSION

Castilho, P., Pinto-Gouveia, J., & Duarte, J. (2014)

GENERAL DESCRIPTION

The Forms of Self-Criticizing/attacking and Self-reassuring Scale (FSCRS; Gilbert et al., 2004; Portuguese version by Castilho & Pinto-Gouveia, 2011b) is a 22-item self-report questionnaire in which participants are asked to rate how they typically think and react when things go wrong for them. To a first probe statement: “When things go wrong for me…” participants respond on a 5-point Likert scale (ranging from 0 = not at all like me to 4 = extremely like me). A factor analysis of the scale suggested three factors:

Inadequate Self (e.g. ‘I think that I deserve my self-criticism’; ‘I remember and dwell on my failings’);
Hated Self (e.g. ‘I stop caring about myself’; ‘I do not like being me’);
Reassured Self (e.g. ‘I still like being me’; ‘I can feel lovable and acceptable’).

REFERENCES

Barreto Carvalho, C, Benevides, J., Sousa, M., Cabral, J. & da Motta, C. (2016). Forms of Self-Criticizing and Self-Reassuring Scale: Adaptation and early findings in a sample of Portuguese children [Abstract]. BMC Health Services Research, 16, O165. doi:10.1186/s12913-016-1423-5
Castilho, P., Pinto-Gouveia, J., & Duarte, J. (2014). Exploring Self-criticism: Confirmatory Factor Analysis of the FSCRS in Clinical and Nonclinical Samples. Clinical Psychology and Psychotherapy, 22, 153-164. doi:10.1002/cpp.1881 http://hdl.handle.net/10316/47401
Gilbert, P., Clarke, M., Hempel, S., Miles, J.N.V., & Irons, C. (2004). Criticizing and reassuring oneself: An exploration of forms, styles and reasons in female students. British Journal of Clinical Psychology, 43, 31-50. doi:10.1348/014466504772812959

CONTACTS

TITLE OF THE PORTUGUESE VERSION

Escala de Uso e Atitudes face aos Media Sociais e às TIC

ORIGINAL VERSION

Rosen, L., Whaling, K., Carrier, L., Cheever, N., & Rokkum, J. (2013)

PORTUGUESE VERSION

Costa, J. J., Matos, A. P., Pinheiro, M. R., Salvador, M. C., Vale-Dias, M. L., & Zenha-Rela, M. (2016)

GENERAL DESCRIPTION

Measures on usage and attitudes towards ICT and social media are very diverse hindering the comparability of data. Due to its heavy use by young Portuguese, it is relevant to have comprehensive and accurate measurement tools. The main aims were to translate and adapt The Media and Technology Usage and Attitudes Scale (Rosen, Whaling, Carrier and Rokkum, 2013a) for the young Portuguese and to analyze the psychometric characteristics of the resulting scale: The Media and Technology Usage and Attitudes Scale for Portuguese Youth (MTUAS-PY).

This psychometric study included an EFA conducted on a sample of 322 subjects aged between 12 and 18 years old (Mean age=14.78; SD= 2.04), being 59.3% girls. It also included a CFA on a sample of 479 subjects also aged between 12 and 18 years old (Mean age= 14.94; SD= 2.01), being 53% girls. The subjects were invited to participate voluntarily and the confidentiality of the data was assured.

In EFA, for Usage, the PCA with a varimax rotation originated a solution with 10 factors explaining 73% of the total variance and for Attitudes a PCA forced to four factors with oblimin rotation resulted in 61% of total variation explained. The CFA presented acceptable adjustments to fit indices in Usage and Attitudes sub-scales. The MTUAS-PY scale has adequate psychometric qualities for assessing use and attitudes towards ICT and social media in Portuguese youth. Studies on different profiles throughout the youth and the comparison with behavioral data will further our understanding on a reality in constant technological change.

REFERENCES

Costa, J. J., Matos, A. P., Pinheiro, M. R., Salvador, M. C., Vale-Dias, M. L., & Zenha-Rela, M. (2016). Evaluating Use and Attitudes Towards Social Media and ICT for Portuguese youth: the MTUAS-PY scale. The European Proceedings of Social & Behavioural Sciences, 12, 99-115 doi:10.15405/epsbs.2016.07.02.9
Rosen, L., Whaling, K., Carrier, L., Cheever, N., & Rokkum, J. (2013). The Media and Technology Usage and Attitudes Scale: An empirical investigation. Computers in Human Behavior, 29, 2501-2511. doi:10.1016/j.chb.2013.06.006

CONTACTS

José Joaquim Costa

TITLE OF THE PORTUGUESE VERSION

Questionário de Funcionamento Reflexivo Parental

ORIGINAL VERSION

Patrick Luyten, Linda C. Mayes, Liesbet Nijssens & Peter Fonagy (2017)

PORTUGUESE VERSION

Helena Moreira & Ana Fonseca (2022)

GENERAL DESCRIPTION

The Parental Reflective Functioning Questionnaire is a multidimensional self-report measure consisting of 18 items scored on a 7-point Likert scale ranging from 1 (strongly disagree) to 7 (strongly agree). Items 11 and 18 are reverse coded, and the subscale scores are the means of the items. The instrument includes three subscales: (a) Pre-Mentalizing Modes of Mental States (PM), with higher scores indicating greater difficulty with understanding and interpreting a child’s mental experience (e.g., “My son cries in front of strangers to embarrass me”); (b) Certainty about Mental States (CMS), with higher scores reflecting more certainty about what a child is thinking, feeling, or intends to do (e.g., “I always know why my child behaves the way he does”); and (c) Interest and Curiosity in Mental States (IC), with higher scores reflecting a higher level of parents’ interest in their children’s inner experiences (e.g., “I like to think of the reasons behind the way my child feels and behaves”). Optimal parental reflective functioning levels are expressed by higher scores on the IC and CMS subscales and by lower scores on the PM subscale.

REFERENCES

Luyten, P., et al (2017). The Parental Reflective Functioning Questionnaire: Development and preliminary validation. PLoS ONE 12(5):e0176218
Moreira, H. & Fonseca, A. (2022). Measuring parental reflective functioning: Further validation of the Parental Reflective Functioning Questionnaire in Portuguese mothers of infants and young children. Child Psychiatry & Human Development. Doi: 10.1007/s10578-021-01288-2

CONTACTS

Helena Moreira

TITLE OF THE PORTUGUESE VERSION

Escala de Resiliência

ORIGINAL VERSION

Wagnild & Young (1993)

PORTUGUESE VERSION

Pinheiro, M. R., Matos, A. P., Pestana, C., Oliveira, S., & Costa, J. J. (2015)

GENERAL DESCRIPTION

The Resilience Scale (RS-25) is an instrument developed by Wagnild and Young (1993) to assess resilience levels in adults. In Portugal, the RS-25 was studied in adolescent samples by Felgueiras, Festas and Vieira (2010) that performed its translation and adaptation and obtained inconsistent results relating the replication of the original unifactorial structure of the scale suggested by Wagnild e Young (2009a). Pinheiro & Matos (2013a, 2013b) redefined some items of the scale and studied the construct validity of RS for the adolescent population, creating the Portuguese long version, composed by 23 items, and the short version with only 13
items. The present research intended to verify, in a sample composed by adults, the unidimensional structure proposed by original authors, and confirmed by Pinheiro e Matos (2013a) and Oliveira, Matos, Pinheiro and Oliveira (2015). The sample consisted of 580 parents, mostly female, who participated in the study “Prevention of adolescent depression: efficacy study of an intervention with adolescents and parents” (PTDC/MHC-PCL/4824/2012). An Exploratory Factor Analysis and a Confirmatory Factor Analysis were performed to test the factorial structure of the RS25 and the internal consistency of the scale was studied. A unifactorial structure was obtained consisting of 23 items. The obtained Cronbach’s alpha revealed excellent internal consistency, with a value of .943. Based on the psychometric properties obtained, it is concluded that RS23, long version, is a reliable measure to assess the resilience of the Portuguese adult population.

REFERENCES

Pinheiro, M. R., Matos, A. P., Pestana, C., Oliveira, S., & Costa, J. J. (2015). The Resilience Scale: A study in a Portuguese adult sample. The European Proceedings of Social and Behavioural Sciences, 6, 67-80. doi:10.15405/epsbs.2015.08.7
Wagnild, G. M., & Young, H. M. (1993). Development and psychometric evaluation of the Resilience Scale. Journal of Nursing Measurement, 1(2), 165-178.

CONTACTS

Maria do Rosário Pinheiro

TITLE OF THE PORTUGUESE VERSION

Escala de Resiliência - Versão curta

ORIGINAL VERSION

Wagnild & Young (1993)

PORTUGUESE VERSION

Oliveira, A., Matos, A. P., Pinheiro, M. R., & Oliveira, S. (2014)

GENERAL DESCRIPTION

The Resilience Scale (Wagnild & Young, 1993) was developed to assess one’s resilience levels. The purpose of the present study is to corroborate the unifactorial structure of the Resilience Scale short version for adolescents (Pinheiro & Matos, 2013) proposed by Wagnild (2009), to explore its reliability and to analyze the association between resilience and depressive symptoms in a Portuguese sample. A Confirmatory Factor Analysis (CFA) was performed in a sample of 308 adolescents, female (n= 167) and male (n=141) with ages ranged between 12 and 17 years (M= 13.77; SD= 1.142). The CFA that was conducted led to the construction of a 12 items scale and replicated the one factor solution. The Cronbach’s alpha that was obtained revealed to be good (.87). Results showed that resilience was negatively related with depression and is predictive of depressive symptomatology. However, the percentage of explained variance was low. The original one-dimensional structure of the RS short form was confirmed. The results also support that resilience seems to be a protective factor concerning depressive symptoms. Adolescents who obtained higher resilience scores showed lower degrees of depressive symptomatology. These findings can be important for the development of interventions that aim to prevent and treat depression and other psychopathological problems in the adolescent population.

REFERENCES

Oliveira, A., Matos, A. P., Pinheiro, M. R., & Oliveira, S. (2014). Confirmatory factor analysis of the Resilience Scale Short form in a Portuguese adolescent sample. Proceedings of the Social and Behavioral Sciences, 165, 260-266 doi:10.1016/j.sbspro.2014.12.630
Wagnild, G. M., & Young, H. M. (1993). Development and psychometric evaluation of the Resilience Scale. Journal of Nursing Measurement, 1(2), 165-178.

CONTACTS

Maria do Rosário Pinheiro

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TITLE OF THE PORTUGUESE VERSION

Escala de Aceitação para os Delírios

ORIGINAL VERSION

Willingness and Acceptance of Delusions Scale (WADS)

PORTUGUESE VERSION

Escala de Aceitação para os Delírios

GENERAL DESCRIPTION

The Willingness and Acceptance for Delusions Scale (WADS) is preceded by a brief introduction explaining delusions in a non-judgmental, non-threatening and normalizing way. The participant is instructed to think about a specific delusional thought, experienced either in the present or the past, and rate the items using a 0 (do not agree at all) to 3 (completely agree) scale. The items reflect processes such as experiential and non-judgmental acceptance (e.g. “When a thought like this emerges I just notice it and move on”), committed action (e.g. “In spite of having these thoughts I do what I have to do”), cognitive defusion (e.g. “I am more than just these thoughts”), non-rumination and non-entanglement with thoughts (e.g. “I find myself spending a lot of time ruminating on these thoughts” – reversed scoring), non-avoidance (e.g. “I tell myself I should not have these thoughts” – reversed scoring), and willingness (e.g. “I wish that these thoughts could disappear” – reversed scoring). The final version of the WADS thus comprises 12 items. The first factor – ‘Acceptance and Action’ – intends to measure acceptance and committed action processes as understood by the ACT framework. It encompasses items assessing competencies to: be aware of delusions without reacting (item 2), acceptance of delusions (item 3), separate self from delusions (item 4) and acting with commitment while having delusions (items 1, 5, 6). The second factor – ‘Non-entanglement’ – is related to the ability to defuse from delusions nonjudgmentally. The factor includes items assessing the ability to not evaluate thoughts as good or bad (item 7) or ruminate on them (items 8 and 9). The third factor – ‘Non-struggling’ –intends to measure the capability to let the delusions emerge without fighting them or trying to make them disappear (items 10-12).

REFERENCES

Martins, M.J., Castilho, P., Macedo, A., Pereira, A.T., Vagos, P., Carvalho, D., Bajouco, M., Madeira, N., Nogueira, V., Barreto Carvalho, C. (2018). Willingness and Acceptance of Delusions Scale: early findings on a new instrument for psychological flexibility. Psychosis: Psychological, Social and Integrative Approaches, 10(3). doi: 10.1080/17522439.2018.1502340

CONTACTS

martins.mjrv@gmail.com

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Assessment Tools

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