The NIH Toolbox Perceived Stress Survey is a 10-item parent report measure of the stress experienced by children ages 8 to 12 years old. It assesses how unpredictable, uncontrollable, and overloaded respondents believe that their children find their lives. It is comprised of 10 items from the original Perceived Stress Scale developed for adults. Participants are asked to respond to questions (e.g., "How often did your child seem able to control life's irritations?"; "How often did difficulties pile up so high that your child did not seem able to overcome them?") with how frequently each statement describes their perceptions of their child's stress in the last month on a Likert scale ranging from 1 (Never) to 5 (Very Often). Scores are obtained by reversing responses to the four positively stated items and then summing across all scale items. The mean score is generated; higher scores are indicative of greater perceived stress.
The NIH Toolbox Parent-Rated Stress Scale is a measure of parents’ perceptions of their child’s stress (Cohen & Janicki-Deverts, 2012) based on the adult version of the Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983). Perceived stress in adults is associated with a host of unhealthy behaviors, including increased likelihood of smoking, higher fat intake, and decreased exercise frequency (Ng & Jeffery, 2003). There is evidence of similar effects in adolescents (e.g., perceived stress and unhealthy eating; Nguyen-Rodriguez, Chou, Unger, & Spruijt-Metz, 2008). Perceived stress should be investigated as a potentially modifiable mechanism of behavior change in children; individuals who experience high levels of stress during childhood are at risk for long-term poor health outcomes, and others have suggested that over time, optimism and positive emotion regulation skills are associated with positive health outcomes among children growing up in poverty (Chen & Miller, 2012).
|COHEN_et_al-2012-original-stress-scale.pdf NIH-Toolbox-Perceived-Stress-Survey-Technical-Manual.pdf Neurology-2013-Salsman-NIHToolboxEmotion-1.pdf ChenMiller_ShiftPersist.pdf|
Internal consistency reliability in a sample studied by Miller and colleagues was good (n = 91; Cronbach’s alpha = .87). Data regarding test-retest reliability is not yet available. Data regarding convergent and divergent validity are not yet available.
The measure has been used in our community sample of low-income children, all 9-11 years of age, about half female, half male.
|COHEN_et_al-2012-original-stress-scale.pdf NIH-Toolbox-Perceived-Stress-Survey-Technical-Manual.pdf Neurology-2013-Salsman-NIHToolboxEmotion-1.pdf|
This measure has not been influenced yet.
This measure has not been validated yet.
The Science of Behavior Change (SOBC) program seeks to promote basic research on the initiation, personalization and maintenance of behavior change. By integrating work across disciplines, this effort will lead to an improved understanding of the underlying principles of behavior change. The SOBC program aims to implement a mechanisms-focused, experimental medicine approach to behavior change research and to develop the tools required to implement such an approach. The experimental medicine approach involves: identifying an intervention target, developing measures to permit verification of the target, engaging the target through experimentation or intervention, and testing the degree to which target engagement produces the desired behavior change.
Within the SOBC Measures Repository, researchers have access to measures of mechanistic targets that have been (or are in the processing of being) validated by SOBC Research Network Members and other experts in the field. The SOBC Validation Process includes three important stages of evaluation for each proposed measure: Identification, Measurement, and Influence.
The first stage of validation requires a measure to be Identified within the field; there must be theoretical support for the specific measure of the proposed mechanistic target or potential mechanism of behavior change. This evidence may include references for the proposed measure, or theoretical support for the construct that the proposed measure is intended to assess. The second stage of validation requires demonstration that the level and change in level of the chosen mechanistic target can be Measured with the proposed measure (assay). For example, if the proposed measure is a questionnaire, the score on the measure should indicate the activity of the target process, and it must have strong psychometric properties. The third stage of validation requires demonstration that the measure can be Influenced; there must be evidence that the measured target is malleable and responsive to manipulation. Evidence relating to each stage includes at least one peer-reviewed publication or original data presentation (if no peer-reviewed research is available to support the claim) and is evaluated by SOBC Research Network Members and experts in the field.
Once a measure has gone through these three stages, it will then either be Validated or Not validated according to SOBC Research Network standards. If a measure is Validated, then change in the measured target was reliably associated with Behavior Change. If a measure is Not validated, then change in the measured target was not reliably associated with Behavior Change. Why would we share measures that are not validated? The SOBC Research Network values open, rigorous, and transparent research. Our goal is to make meaningful progress and develop replicable and effective interventions in behavior change science. Therefore, the SOBC sees value in providing other researchers in the field with information regarding measures that work and measures that fall short for specific targets. Further, a measure that is not validated for one target in one population may be validated in another target or population.
Want to learn more? For any questions regarding the SOBC Validation Process or Measures Repository, please email email@example.com.
Has the mechanism been identified as a potential target for behavior change? This section summarizes theoretical support for the mechanism.
Have the psychometric properties of this measure been assessed? This section includes information such as content validity, internal consistency, and test-retest reliability.
Has a study manipulation led to change in the mechanism? This section addresses evidence that this measure is modifiable by experimental manipulation or clinical intervention.
Has a change in this mechanism been associated with behavior change? This section addresses empirical evidence that causing change in the measure reliably produces subsequent behavior change.