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Anxiety, Depression and Coping: CDI, MASC and CRI-Y for Screening Purposes in Schools

Published online by Cambridge University Press:  10 January 2013

Margarida Gaspar de Matos ,
Gina Tomé ,
Ana Inês Borges ,
Dina Manso ,
Celeste Simões  and
Aristides Ferreira
Margarida Gaspar de Matos*
Affiliation:
Universidade Técnica de Lisboa (Portugal)
Gina Tomé
Affiliation:
Universidade Técnica de Lisboa (Portugal)
Ana Inês Borges
Affiliation:
Universidade Técnica de Lisboa (Portugal)
Dina Manso
Affiliation:
Universidade Técnica de Lisboa (Portugal)
Celeste Simões
Affiliation:
Universidade Técnica de Lisboa (Portugal)
Aristides Ferreira
Affiliation:
Universidade Técnica de Lisboa (Portugal)
*
Correspondence concerning this article should be addressed to Margarida Gaspar de Matos. FMH/UTL, Estrada da Costa Cruz Quebrada, 1499 Lisboa CODEX (Portugal). Phone: + 351 214149152. E-mail: margaridagaspar@netcabo.pt
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Abstract

This study used depression (CDI – Kovacs, 1981), anxiety (MASC – March, 1997) and coping strategy (CRI-Y – Moos, 1993) scales and studied the fitness and discriminant validity of reduced versions. The sample consisted of 916 Portuguese pupils, 54.3% feminine, aged 10 to 21 years old. The participants were selected from a set of public schools nation-wide. Two classes were chosen from the 5th to the 12th grades.

A set of principal component analyses was carried out in a randomly chosen sample (n = 394) and all the three reduced measures were found to be strongly correlated with the previous. Confirmatory factor analyses (CFA) using the other part of the sample (n = 522) revealed adjustment indexes suggesting a good fit for both the whole model and gender and age groups separately. All scales revealed a good internal consistency. Globally, girls were more anxious and developed more coping strategies than boys. Older students tended to be less depressed, while younger adolescents present higher scores in depression and anxiety and less coping strategies. Reduced scales are sensitive to gender and age differences and can be used in school settings in order to establish a baseline and roadmaps for both universal and selective mental health school based programs.

Este estudio utilizó las escalas de depresión (CDI – Kovacs, 1981), ansiedad (MASC – Marzo, 1997) y estrategia de afrontamiento (CRI-Y – Moos, 1993), y estudió el ajuste y la validez discriminante de las versiones reducidas. La muestra consistió en 916 alumnos portugueses, 54,3% mujeres, con edades entre 10 a 21 años de edad. Los participantes fueron seleccionados de un conjunto de escuelas públicas en todo el país. Dos clases fueron seleccionadas entre el 5° y el 12° grado.

Una serie de análisis de componentes principales se llevó a cabo en una muestra seleccionada al azar (n = 394) y se encontró una fuerte correlación entre las versiones reducidas y las versiones previas. El análisis factorial confirmatorio (CFA) utilizando la otra parte de la muestra (n = 522) reveló que se sugiere un buen ajuste, tanto para el modelo en su conjunto, así como para el de género y de grupos de edad por separado. Todas las escalas mostraron una buena consistencia interna. Globalmente, las niñas son más ansiosas y desarrollan más estrategias de afrontamiento que los niños. Los estudiantes mayores puntúan menos en depresión, mientras que los adolescentes más jóvenes presentan puntuaciones más altas en depresión y ansiedad y menores puntuaciones en estrategias de afrontamiento. Las escalas reducidas son sensibles a las diferencias de género y edad y se pueden utilizar en el entorno escolar con el fin de establecer una línea base para la prevención universal y selectiva en los programas escolares de salud mental.

Keywords

depressionanxietycopingadolescencegenderschool-based interventionsdepresiónansiedadafrontamientoadolescenciagénerointervenciones escolares
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 15 , Issue 1 , March 2012 , pp. 348 - 356
Copyright
Copyright © Cambridge University Press 2012

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