Description

The Children’s Loneliness Questionnaire (CLQ-24) is a psychological assessment tool designed to measure the feelings of loneliness in children. This questionnaire helps in identifying the level of loneliness experienced by children, particularly in social and peer-related contexts. It assesses various dimensions of loneliness, including social isolation, emotional loneliness, and the child’s perceived relationship with peers.
Key Features
Scope: The CLQ-24 evaluates the subjective feelings of loneliness and social dissatisfaction in children, focusing on their experiences with peers and social relationships.
Dimensions: The questionnaire includes items that measure the child’s sense of belonging, their perceived acceptance by peers, and feelings of being left out or isolated.

Data Analysis and Usage

The analysis of data from the CLQ-24 involves:
Result Processing: Collecting responses from the questionnaire and calculating scores for each dimension of loneliness.
Data Interpretation: Analyzing the scores to determine the severity of loneliness and identifying specific areas where the child may be struggling socially or emotionally.
Application: The results can be used by educators, psychologists, and counselors to identify children who may be at risk of social isolation or emotional distress, guiding the development of targeted interventions to improve their social integration and emotional well-being.

Purpose

The main objectives of the Children’s Loneliness Questionnaire [CLQ-24] are:
Assessment of Loneliness: To evaluate the degree of loneliness and social dissatisfaction that a child may be experiencing.
Understanding Social Dynamics: To explore how feelings of loneliness affect the child’s social interactions, peer relationships, and emotional health.
Intervention Planning: To guide the creation of intervention strategies aimed at reducing loneliness, enhancing social skills, and improving peer relationships.

Calibration

The calibration of the CLQ-24 includes:
Scoring: Each item is scored based on the child’s responses, typically using a Likert scale to assess the intensity of loneliness-related feelings.
Statistical Analysis: The data is analyzed to ensure the reliability and validity of the questionnaire, with normative data used to compare individual scores.
Normative Data: Scores are compared against normative data to interpret the level of loneliness in relation to other children of similar age groups or backgrounds.

Bibliography

Asher, S. R., & Wheeler, V. A. (1985). Children’s loneliness: A comparison of rejected and neglected peer status.
Cassidy, J., & Asher, S. R. (1992). Loneliness and peer relations in young children.
Parker, J. G., & Asher, S. R. (1993). Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction.
Rubenstein, C. M., & Shaver, P. (1982). The experience of loneliness.
Rotenberg, K. J., & Hymel, S. (1999). Loneliness in childhood and adolescence.