Comprehensive Assessment and Intervention Program.
Department of Educational Psychology.
Psychol Assess. 2022 Aug;34(8):777-790. doi: 10.1037/pas0001139. Epub 2022 Jun 13.
Effective mental health services require accurate assessment of psychosocial impairments linked to mental health concerns. Youth who experience these impairments do so within and across various contexts (e.g., school, home). Youth may display symptoms of mental health concerns without co-occurring impairments, and vice versa. Yet, nearly all impairment measures presume that those assessed display mental health concerns. Consequently, we recently developed youth and parent versions of a five-item measure of youth psychosocial impairments (i.e., Work and Social Adjustment Scale for Youth [WSASY]), structured to assess any youth, regardless of mental health status. Across two studies, we developed and tested a WSASY teacher version, in a large sample of 382 student teacher reports (Study 1), and a subsample of 66 youth who, along with their parents and teachers, completed the WSASY and a series of school- and home-based behavioral tasks (Study 2). In Study 1, WSASY teacher reports demonstrated excellent internal consistency and unique relations with teacher reports on well-established measures of psychosocial strengths and difficulties. In Study 2, teacher, youth, and parent WSASY reports demonstrated low correspondence with each other and context-specific relations with criterion variables. This low correspondence allowed us to capitalize on an integrative approach designed to optimize informant-specific variance. Integrative scores demonstrated robust, large-magnitude relations with criterion variables across multiple information sources. These findings provide important psychometric support for use of WSASY teacher reports, and pave the way toward integrating WSASY reports from multiple informants who observe youth psychosocial impairments within different contexts and from different perspectives. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
有效的心理健康服务需要准确评估与心理健康问题相关的心理社会障碍。有这些障碍的年轻人会在各种环境中（例如，学校、家庭）经历这些障碍。年轻人可能会表现出心理健康问题的症状，而没有同时出现障碍，反之亦然。然而，几乎所有的障碍评估都假定被评估者存在心理健康问题。因此，我们最近开发了一种五项目的青少年心理社会障碍评估量表（即青少年工作和社会适应量表[WSASY]）的青少年和家长版本，该量表旨在评估任何青少年，无论其心理健康状况如何。在两项研究中，我们在一个由 382 名学生教师报告组成的大样本中（研究 1）和一个由 66 名青少年组成的子样本中（研究 2），开发并测试了 WSASY 教师版本。在研究 1 中，WSASY 教师报告显示出极好的内部一致性，并与教师对心理社会优势和困难的既定测量工具的报告具有独特的关系。在研究 2 中，教师、青少年和家长的 WSASY 报告彼此之间的相关性较低，与标准变量的相关性具有特定情境的特点。这种低相关性使我们能够利用一种综合方法，旨在优化特定信息提供者的方差。综合评分与来自多个信息来源的标准变量之间表现出稳健的、大效应量的关系。这些发现为使用 WSASY 教师报告提供了重要的心理计量学支持，并为整合来自多个信息提供者的 WSASY 报告铺平了道路，这些信息提供者在不同情境和从不同角度观察青少年的心理社会障碍。（PsycInfo 数据库记录（c）2022 APA，保留所有权利）。
