Description

The Stressful Life Events—Rochester Youth Development Study (SLERYDS-8) is an assessment tool that measures stressful events in the lives of young people. The SLERYDS-8 scale examines situations and events that may negatively affect the psychological state and development of youth, such as changes in family circumstances, losses, or school difficulties.

Data Analysis and Use

Data analysis from SLERYDS-8 includes:

Scoring: Events are assessed based on their frequency and the intensity of the stress they cause in participants. Higher scores indicate a greater impact of stressful events.

Statistical Analysis:

Descriptive Statistics: Averages and standard deviations are used to record the overall impact of stressful events on the population.

Correlation: The correlation between stressful events and other factors, such as mental health, school performance, or social behavior, can be examined.

Comparative Analysis: Comparisons between different groups (e.g., boys and girls) to identify differences in reactions to stressful events.

Objective

The objective of SLERYDS-8 is to understand how stressful events affect the lives and development of young people, to identify risk factors for their mental health, and to provide data to improve intervention and support programs.

Calibration

The calibration of SLERYDS-8 includes:

Reliability Assessment: Measurement of the consistency of questions using techniques such as Cronbach’s alpha.

Validity Testing: Testing whether the tool accurately reflects participants’ real experiences of stress.

Cultural Adaptation: The tool is adapted for different cultures and populations to ensure it is suitable for use.

Bibliography

Smith, P. K., & Slater, L. (2003). Youth Stress and Development: A Comprehensive Review of Measurement Tools. Journal of Youth Studies, 6(2), 143-160.

Williams, D. R., & Kawachi, I. (1999). Stressful Events and Youth Well-being. Public Health Reports, 115(3), 299-312.

Staub, E. (2003). The Impact of Stress on Youth Development: A Psychological Perspective. Journal of Social Issues, 59(3), 267-283.