Hostname: page-component-586b7cd67f-t8hqh Total loading time: 0 Render date: 2024-11-22T12:56:36.321Z Has data issue: false hasContentIssue false
  • English
  • Français

Assessing Therapy-Relevant Cognitive Capacities in Young People: Development and Psychometric Evaluation of the Self-Reflection and Insight Scale for Youth

Published online by Cambridge University Press:  12 April 2010

Floor M. Sauter ,
David Heyne ,
Anke W. Blöte ,
Brigit M. van Widenfelt  and
P. Michiel Westenberg
Floor M. Sauter*
Affiliation:
Leiden University, the Netherlands
David Heyne
Affiliation:
Leiden University, the Netherlands
Anke W. Blöte
Affiliation:
Leiden University, the Netherlands
Brigit M. van Widenfelt
Affiliation:
Curium-Leiden University Medical Center, the Netherlands
P. Michiel Westenberg
Affiliation:
Leiden University, the Netherlands
*
Reprint requests to Floor M. Sauter, Leiden University, Developmental Psychology, Wassenaarseweg 52, 2333 AK Leiden, the Netherlands. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Background: The effectiveness of cognitive-behaviour therapy with young people may be influenced by a young person's capacity for self-reflection and insight. Clinicians who assess clients' proficiencies in these cognitive capacities can better tailor cognitive and behavioural techniques to the client, facilitating engagement and enhancing treatment outcome. It is therefore important that sound instruments for assessing self-reflection and insight in young people are available. Aims: The aim of the current study was to translate and adapt the Self-Reflection and Insight Scale (SRIS) for use with a child and adolescent population (Study 1), and to evaluate the psychometric properties of the resulting measure, the Self-Reflection and Insight Scale for Youth (SRIS-Y; Study 2). Method: In Study 1 (n = 145), the comprehensibility of the SRIS-Y was assessed in a community sample of children and adolescents. Study 2 (n = 215) then explored the reliability and structural, convergent, and divergent validity of the SRIS-Y. Results: The SRIS-Y was found to be comprehensible to young people, and had good reliability and structural validity. Conclusions: It appears that the SRIS-Y is a sound instrument for assessing therapy-relevant cognitive capacities in young people, of potential benefit in both research and clinical contexts. Future research foci include the predictive validity of the instrument.

Keywords

ChildadolescentCBT(meta-)cognitionassessmentself-reflection
Type
Research Article
Information
Behavioural and Cognitive Psychotherapy , Volume 38 , Issue 3 , May 2010 , pp. 303 - 317
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, E. M., Bohon, L. M. and Berrigan, L. P. (1996). Factor structure of the Private Self-Consciousness Scale. Journal of Personality Assessment, 66, 144–152.Google Scholar
Bacow, T. L., Pincus, D. B., Ehrenreich, J. T. and Brody, L. (2009). The Metacognitions Questionnaire for Children: development and validation in a clinical sample of children and adolescent with anxiety disorders. Journal of Anxiety Disorders, 23, 727–736.CrossRefGoogle Scholar
Beitel, M., Ferrer, E. and Cecero, J. J. (2005). Psychological mindedness and awareness of self and others. Journal of Clinical Psychology, 61, 739–750.CrossRefGoogle ScholarPubMed
Boylan, M. B. (2006). Psychological Mindedness as a Predictor of Treatment Outcome with Depressed Adolescents. Unpublished dissertation: University of Pittsburgh.Google Scholar
Cartwright-Hatton, S., Roberts, C., Chitabesan, P., Fothergill, C. and Harrington, R. (2004). Systematic review of efficacy of cognitive behavior therapies for childhood and adolescent anxiety disorders. British Journal of Clinical Psychology, 43, 421–436.CrossRefGoogle ScholarPubMed
Conte, H. R., Plutchick, R., Jung, B. B., Picard, S., Karasu, T. B. and Lotterman, A. (1990). Psychological mindedness as a predictor of psychotherapy outcome: a preliminary report. Comprehensive Psychiatry, 31, 426–431.Google Scholar
Conte, H. R., Ratto, R. and Karusa, T. B. (1996). The Psychological Mindedness Scale: factor structure and relationship to outcome of psychotherapy. Journal of Psychotherapy Practice and Research, 5, 250–259.Google ScholarPubMed
Csank, P. A. R. and Conway, M. (2004). Engaging in self-reflection changes self-concept clarity: on differences between women and men, and low- and high-clarity individuals. Sex Roles, 50, 469–480.CrossRefGoogle Scholar
Doherr, L., Reynolds, S., Wetherly, J. and Evans, E. (2005). Young children's ability to engage in cognitive therapy tasks: associations with age and educational experience. Behavioural and Cognitive Psychotherapy, 33, 201–215.CrossRefGoogle Scholar
Farber, B. A. (1985). The genesis, development, and implications of psychological-mindedness in psychotherapists. Psychotherapy, 22, 170–177.Google Scholar
Fenigstein, A., Scheier, M. F. and Buss, A. H. (1975). Public and private self-consciousness: assessment and theory. Journal of Counseling and Clinical Psychology, 43, 522–527.Google Scholar
Flavell, J. H., Green, F. L. and Flavell, E. R. (2000). Development of children's awareness of their own thoughts. Journal of Cognition and Development, 1, 97–112.CrossRefGoogle Scholar
Field, A. (2005). Discovering Statistics Using SPSS (2nd ed.). London: SAGE Publications.Google Scholar
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: a research note. Journal of Child Psychology and Psychiatry, 38, 581–586Google Scholar
Grant, A. M. (2001). Rethinking psychological mindedness: metacognition, self-reflection, and insight. Behaviour Change, 18, 8–17.CrossRefGoogle Scholar
Grant, A. M., Franklin, J. and Langford, P. (2002). The Self-Reflection and Insight Scale: a new measure of private self-consciousness. Social Behaviour and Personality, 30, 821–836.Google Scholar
Grave, J. and Blissett, J. (2004). Is cognitive behaviour therapy developmentally appropriate for young children? A critical review of the evidence. Clinical Psychology Review, 24, 399–420.CrossRefGoogle ScholarPubMed
Hatcher, R., Hatcher, S., Berlin, M., Okla, K. and Richards, J. (1990). Psychological mindedness and abstract reasoning in late childhood and adolescence: an exploration using new instruments. Journal of Youth and Adolescence, 19, 307–326.Google Scholar
Hawthorne, G. and Elliott, P. (2005). Imputing cross-sectional missing data: a comparison of common techniques. Australian and New Zealand Journal of Psychiatry, 39, 583–590.CrossRefGoogle Scholar
Holmbeck, G. N., O'Mahar, K., Abad, M., Colder, C. and Updegrove, A. (2006). Cognitive-behavior therapy with adolescents: guides from developmental psychology. In Kendall, P. C. (Ed.), Child and Adolescent Therapy: cognitive-behavioral procedures (pp. 419–464). New York: Guilford.Google Scholar
Jose, P. E. and Brown, I. (2008). When does the gender difference in rumination begin? Gender and age differences in the use of rumination by adolescents. Journal of Youth and Adolescence, 37, 180–192.CrossRefGoogle Scholar
Kingree, J. B. and Ruback, R. B. (1996). Reconceptualizing the private self-consciousness subscale. Social Behavior and Personality, 24, 1–7.CrossRefGoogle Scholar
March, J. S. and Curry, J. F. (1998). Predicting the outcome of treatment. Journal of Abnormal Child Psychology, 26, 39–51.CrossRefGoogle ScholarPubMed
Martin, M. M. and Rubin, R. B. (1995). A new measure of cognitive flexibility. Psychological Reports, 76, 623–626.Google Scholar
McCallum, M., Piper, W. E., Ogrodniczuk, J. S. and Joyce, A. S. (2003). Relationships among psychological mindedness, alexithymia, and outcome in four forms of short-term psychotherapy. Psychology and Psychotherapy: Theory, Research, and Practice, 76, 133–144.Google Scholar
Noom, M. J., Deković, M. and Meeus, W. (2001). Conceptual analysis and measurement of adolescent autonomy. Journal of Youth and Adolescence, 30, 577–595.CrossRefGoogle Scholar
Quakley, S., Coker, S., Palmer, K. and Reynolds, S. (2003). Can children distinguish between thoughts and behaviours? Behavioural and Cognitive Psychotherapy, 31, 159–167.Google Scholar
Quakley, S., Reynolds, S. and Coker, S. (2004). The effect of cues on young children's abilities to discriminate among thoughts, feelings, and behaviours. Behaviour Research and Therapy, 42, 343–356.CrossRefGoogle Scholar
Roberts, C. and Stark, P. (2008). Readiness for self-directed change in professional behaviours: factorial validation of the Self-Reflection and Insight Scale. Medical Education, 42, 1054–1063.CrossRefGoogle ScholarPubMed
Sauter, F. M., Heyne, D. and Westenberg, P. M. (2009). Cognitive behavior therapy for anxious adolescents: developmental influences on treatment design and delivery. Clinical Child and Family Psychology Review, 12, 310–335.CrossRefGoogle Scholar
Sauter, F. M. and Heyne, D. (2007). Dutch Translation of 6 Items of the Cognitive Flexibility Scale. Unpublished measure, Leiden University, the Netherlands.Google Scholar
Schmand, B. and Smeding, H. M. M. (2000). Dutch Translation of the Shipley Institute of Living Scale. Unpublished measure, Academic Medical Center, Amsterdam, the Netherlands.Google Scholar
Schmidt, U., Lee, S., Beecham, J., Perkins, S., Treasure, J., Yi, I., Winn, S., Robinson, P., Murphy, R., Keville, S., Johnson-Sabine, E., Jenkins, M., Frost, S., Dodge, L., Berelowitz, M. and Eisler, I. (2007). A randomized control trial of family therapy and cognitive behavior therapy guided self-care for adolescents with bulimia nervosa and related disorders. American Journal of Psychiatry, 164, 591–598.Google Scholar
Shipley, W. C. (1940). A self-administering scale for measuring intellectual impairment and deterioration. Journal of Psychology, 9, 371–377.CrossRefGoogle Scholar
Smith, P., Yule, W., Perrin, S., Tranah, T., Dalgleish, T. and Clark, D. (2007). Cognitive-behavioral therapy in children and adolescents with PTSD: a preliminary randomized controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 1051–1061.Google Scholar
Stevens, J. P. (2002). Applied Multivariate Statistics for the Social Sciences. Mahwah, NJ: L. Erlbaum Associates.Google Scholar
Van Den Berg, R. and te Lintelo, H. (1977). Analyse van Individualiseringsvormen (AVI) [Assessment of Dutch reading grade level]. Den Bosch: K.P.C. Groep.Google Scholar
van Widenfelt, B. M., Goedhart, A. W., Treffers, P. D. A. and Goodman, R. (2003). Dutch version of the Strengths and Difficulties Questionnaire (SDQ). European Child and Adolescent Psychiatry, 12, 281–289.CrossRefGoogle ScholarPubMed
van Widenfelt, B. M., Treffers, P. D. A., de Beurs, E., Siebelink, B. M. and Koudijs, E. (2005). Translation and cross-cultural adaptation of assessment instruments used in psychological research with children and families. Clinical Child and Family Psychology Review, 8, 135–147.CrossRefGoogle ScholarPubMed
Submit a response

Comments

No Comments have been published for this article.