Description of the Questionnaire

The Preschool Social Behavior Scale (PSBS–TF) is an instrument that measures aggression and social behavior in preschool-aged children. It is designed to be completed by the teacher, while there is also a peer-evaluation version. It was developed by N. R. Crick, J. F. Casas, and M. Mosher, and it has been adapted into Greek by G. Tsitsas, E. Zevdakou, Ch. Georgoula, A. Boutrouka, and A. Antonopoulou. The questionnaire consists of 19 items that cover aggression (direct, relational, indirect) and socially positive behaviors such as cooperation, friendliness, and supportiveness.

Data Analysis and Use

The scale is used to assess the frequency and intensity of aggressive behaviors, as well as the presence or absence of positive social skills. The data can be utilized for research purposes in school psychology and social development, for the early diagnosis of behavioral difficulties, for the design of educational interventions that strengthen social skills, and for monitoring children’s adaptation to the school environment.

Purpose

The purpose of the questionnaire is to validly record the forms of aggression in preschool age, to identify children who present difficulties in social adjustment, and to help educators and specialists design targeted interventions.

Scoring

The questionnaire is completed using a five-point Likert scale, where 1 means “Never,” 2 “Rarely,” 3 “Sometimes,” 4 “Often,” and 5 “Always or almost always.” High scores in aggressive behaviors indicate greater difficulty in regulating aggression, while high scores in social behaviors demonstrate good social adjustment and cooperation. The Greek adaptation of the scale has shown very good reliability, with Cronbach’s α values ranging from 0.87 to 0.96, and satisfactory validity.

References

Berkowitz, L. (1993). Aggression: Its causes, consequences, and control. New York: Academic Press.
Crick, N. R., Casas, J. F., & Mosher, M. (1997). Relational and Overt Aggression in Preschool. Developmental Psychology, 33(4), 579–588.
Loeber, R. (1990). Development and risk factors of juvenile antisocial behavior and delinquency. Clinical Psychology Review, 10(1), 1–41.
Parker, J. G., & Asher, S. R. (1987). Peer acceptance and later personal adjustment: Are low-accepted children “at risk”? Psychological Bulletin, 102, 357–389.