Development
The Depression, Anxiety, and Stress Scales were developed by researchers at the University of New South Wales (Australia).
The test was developed using a sample of responses from the comparison of 504 sets of results from a trial by students, taken from a larger sample of 950 first year university student responses. The test was then normed on a sample of 1044 males and 1870 females aged between 17 and 69 years, across participants of varying backgrounds, including university students, nurses in training and blue and white collared employees of a major airline, bank, railway workshop and naval dockyard. The scores were subsequently checked for validity against outpatient groups including patients suffering from anxiety and depressive disorders, insomniacs, myocardial infarction patients, as well as patients undergoing treatment for sexual, menopausal and depressive disorders. While the test was not normed against samples younger than 17, due to the simplicity of language, there has been no compelling evidence against the use of the scales for comparison against children as young as 12. The reliability scores of the scales in terms of Cronbach's alpha scores rate the Depression scale at 0.91, the Anxiety scale at 0.84 and the Stress scale at 0.90 in the normative sample. The means and standard deviations for each scale are 6.34 and 6.97 for depression, 4.7 and 4.91 for anxiety and 10.11 and 7.91 for stress, respectively. The mean scores in the normative sample did vary slightly between genders as well as varying by age, though the threshold scores for classifications do not change by these variations. The Depression and Stress scales meet the standard threshold requirement of 0.9 for research, however, the Anxiety scale still meets the 0.7 threshold for clinical applications, and is still close to the 0.9 required for research.
Read more about this topic: DASS (psychology)
Famous quotes containing the word development:
“The work of adult life is not easy. As in childhood, each step presents not only new tasks of development but requires a letting go of the techniques that worked before. With each passage some magic must be given up, some cherished illusion of safety and comfortably familiar sense of self must be cast off, to allow for the greater expansion of our distinctiveness.”
—Gail Sheehy (20th century)
“If you complain of people being shot down in the streets, of the absence of communication or social responsibility, of the rise of everyday violence which people have become accustomed to, and the dehumanization of feelings, then the ultimate development on an organized social level is the concentration camp.... The concentration camp is the final expression of human separateness and its ultimate consequence. It is organized abandonment.”
—Arthur Miller (b. 1915)
“The proper aim of education is to promote significant learning. Significant learning entails development. Development means successively asking broader and deeper questions of the relationship between oneself and the world. This is as true for first graders as graduate students, for fledging artists as graying accountants.”
—Laurent A. Daloz (20th century)