Description

The SAFE-C-36 consists of 36 items that assess different dimensions of acculturative stress in children. The scale was adapted from the SAFE (Social, Attitudinal, Familial, and Environmental Acculturative Stress) instrument, which was initially developed for adults but later modified to be suitable for children. It targets children, typically between 8 to 18 years old, who are from immigrant families or belong to ethnic minority groups.

The SAFE-C-36 includes items that cover four major domains of acculturative stress:

Social Stress: Relating to difficulties in social relationships, peer interactions, and making new friends in a different cultural context.

Attitudinal Stress: Concerning conflicting values and beliefs between the child’s heritage culture and the dominant culture.

Familial Stress: Relating to family expectations, cultural preservation, and intergenerational conflict.

Environmental Stress: Focusing on external pressures such as discrimination, language barriers, and societal marginalization.

Each item is rated on a Likert-type scale, typically ranging from 1 (Not stressful) to 5 (Extremely stressful), allowing children to express the intensity of the stress they experience in specific situations.

Data Analysis

When analyzing the data collected from the SAFE-C-36, the focus is on identifying levels and patterns of acculturative stress across the four domains. The following steps are typically involved in analyzing the data:

Summing item scores: Each child’s responses across the 36 items are summed, with higher scores indicating greater levels of acculturative stress.

Subscale analysis: The four domains (social, attitudinal, familial, and environmental) can be analyzed separately by summing the responses from the items corresponding to each domain.

Statistical analysis: Researchers can use various statistical techniques such as factor analysis to explore the underlying structure of the data, regression analysis to identify predictors of acculturative stress, and ANOVA or t-tests to examine differences between groups (e.g., by age, gender, or ethnic group).

Psychometric validation: Reliability (e.g., Cronbach’s alpha) and validity (e.g., construct validity, criterion validity) of the scale can be assessed to ensure the tool’s robustness and accuracy.

Usage of SAFE-C-36

The SAFE-C-36 can be employed in various contexts, including:

Educational settings: To identify children experiencing high levels of acculturative stress, which may impact their academic performance and social integration.

Clinical settings: As part of a broader assessment for mental health professionals working with children from immigrant or minority backgrounds to understand the sources of stress and to guide interventions.

Research studies: To examine the relationship between acculturative stress and other outcomes, such as mental health, self-esteem, behavioral problems, or academic achievement. It is commonly used in studies involving immigrant children or those undergoing cultural transitions.

Policy making: The data gathered from the scale can inform policies and programs aimed at reducing the impact of acculturative stress, promoting social inclusion, and improving the well-being of immigrant and minority children.

Calibration

Calibration refers to the process of ensuring the reliability and validity of the scale when used in different populations or contexts. It involves testing the scale across diverse groups to determine if it accurately measures acculturative stress for various ethnicities, ages, and backgrounds.

Reliability testing: Ensuring that the SAFE-C-36 produces consistent results across time and situations, typically assessed using Cronbach’s alpha or test-retest reliability.

Validity testing: Establishing the accuracy of the scale in measuring what it is intended to measure, typically assessed through construct validity (does it measure acculturative stress specifically?) and criterion-related validity (does it predict relevant outcomes, such as emotional or behavioral issues?).

Cultural adaptation: Modifying certain items or language to ensure cultural relevance without losing the core intent of the questions. This may include translations and adaptations to ensure the tool is suitable for children in non-English-speaking or diverse cultural settings.

Bibliography

The following are key references related to the SAFE-C-36 scale and acculturative stress in children:

Padilla, A. M., Wagatsuma, Y., & Lindholm, K. J. (1985). Acculturation and personality as predictors of stress in Japanese and Japanese Americans. Journal of Social Psychology, 125, 295–305.

This paper is foundational for understanding the development of acculturative stress scales and their application across various cultural groups.

Mena, F. J., Padilla, A. M., & Maldonado, M. (1987). Acculturative stress and specific coping strategies among immigrant and later generation college students. Hispanic Journal of Behavioral Sciences, 9(2), 207-225.

This study introduces the SAFE model, which forms the basis for the SAFE-C-36, and explores coping strategies for acculturative stress.

Ying, Y. W., & Han, M. (2008). Acculturation and acculturative stress: The role of social support and coping. Journal of Cross-Cultural Psychology, 39(6), 673-693.

This article examines the role of social support and coping mechanisms in mitigating acculturative stress, particularly relevant for understanding the context in which children experience this stress.

Hovey, J. D., & King, C. A. (1996). Acculturative stress, depression, and suicidal ideation among immigrant and second-generation Latino adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 35(9), 1181-1191.

A critical study focusing on acculturative stress in adolescent populations, highlighting the mental health outcomes associated with high levels of stress.