Sport Psychology Bibliography of Assessments, Study Guides, Projects, Research of Sports Psychology

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COUN 7420 Sport and Performance Psychology Interventions Assessments Annotated Bibliography

Wendell Otto

University of Western States

Assessment/Measures

Sport Anxiety Scale (SAS).

Smith, R.E., Smoll, F.E., & Schutz, R.W. (1990). Measurement and correlates of sport-specific cognitive and somatic trait anxiety: The sport anxiety scale. Anxiety Research, 2(4), 263-280.

The SAS (Smith, Smoll, & Schutz, 1990) is a 21-item self-report measure of cognitive and somatic trait sport anxiety, with each item rated on a 4-point, Likert-type scale ranging from 1 (not at all) to 4 (very much so). This instrument contains three subscales assessing somatic anxiety, worry, and concentration disruption. Support for the internal consistency, test-retest reliability, convergent validity, and construct validity of the SAS have been found (Smith et al., 1990). As recommended by Smith, Cumming, and Smoll (2006), three items were not included in the scoring to maximize the SAS’s factorial integrity.

Multidimensional Perfectionism Scale (MPS).

Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism.

Cognitive Therapy and Research, 14, 449-

The MPS (Frost, Marten, Lahart, & Rosenblate, 1990) has 35 items, each of which is rated on a scale from 1 (strongly disagree) to 5 (strongly agree), and contains six subscales: concern over mistakes, personal standards, parental expectations, parental criticism, doubts about actions, and organization. It has been found to have excellent internal consistency, and to correlate highly with other perfectionism measures (Antony, Orsillo, & Roemer, 2001; Frost et al., 1990). To date, perfectionism in sport has been measured almost exclusively by this measure (Gotwals, Dunn, & Wayment, 2003).

Carolina Sport Confidence Inventory (CSCI).

Manzo, L. G., Silva, J. M. III, Mink, R. (2001). The Carolina sport confidence inventory.

Journal of Applied Sport Psychology, 13, 260-274. ‘

The CSCI (Manzo, Silva, & Mink, 2001) is a 13-item self-report instrument designed to assess sport confidence. After deciding which of two listed statements best describes them, respondents Evaluation of MSPE on Flow for Athletes 341 select whether the statement is somewhat true for me or very true for me. The CSCI contains two subscales: dispositional optimism and sport competence. Support for the internal consistency, convergent validity, and test-retest reliability of the CSCI have been found (Manzo et al., 2001).

Thought Occurrence Questionnaire for Sport (TOQS).

Lau, M., Bishop, S.R., Segal, Z.V., Buis, T., Anderson, N.D., Carlson, L., Shapiro, S., Carmody, J., Abbey, S., & Devins, G. (2006). The Toronto Mindfulness Scale: Development and validation. Journal of Clinical Psychology, 62(12), 1445–

The TMS (Lau et al., 2006) assesses state levels of mindfulness immediately following the practice of a mindfulness exercise (Bishop et al., 2004). Each of the 13 items is rated on a scale ranging from 0 (not at all) to 4 (very much). Analyses by Lau et al. showed that this instrument is a reliable and valid measure of state mindfulness, and that it contains two subscales: curiosity and decentering.

Daily Mindfulness Log.

Segal Z. V., Williams J. M. G., & Teasdale J. D. (2002). Mindfulness-based cognitive therapy for depression: A new approach to preventing relapse. New York, NY: Guilford Pres

Adapted from Segal et al.’s (2002) Homework Record Form, this measure asks participants to keep a daily account of whether they practiced mindfulness skills and the length of their practice, as well as any observations they note.

Flow State Scale-2 (FSS-2).

S.A. Jackson, R.C. Eklund Assessing flow in physical activity: the Flow State Scale-2 and Dispositional Flow Scale-2Journal of Sport and Exercise Psychology, 24 (2) (2002), pp. 133-

The FSS-2 (Jackson & Eklund, 2002) is designed to assess flow experiences during a recently completed physical activity. The items are identical to those on the DFS-2, but are worded in the past tense, and investigations have suggested that it is a reliable and valid measure of Csikszentmihalyi’s flow construct (Jackson & Eklund, 2004).

The Mindfulness Inventory for Sport (MIS)

Thienot, E., Dimmock, J., Jackson, B., Grove, R., Bernier, M., & Fournier, J. (2014). Development and preliminary validation of the Mindfulness Inventory for Sport. Psychology of Sport and Exercise, 15, 72-80.

The MIS developed by Thienot, Jackson, Dimmock, Grove, Bernier, and Fournier (2014) is a 15-item self-report questionnaire that measures the athletes’ ability (1) be aware of disruptive stimuli and their associated internal reactions (score with the mean of 5-items for awareness subscale); (2) adopt a non-judgmental attitude towards these stimuli and reactions (score with the mean of 5-reversed items for non-judgmental subscale); and (3) quickly refocus attention on goal-related cues (score with the mean of 5-items for refocusing subscale) (Thienot et al., 2014). The instrument used a 6-point Likert scale (1= almost never and 6 = almost always) to indicate how much each statement was reflective of their general sport competitive experience According to this, 27 it is an instrument more trait-like rather than state-like. An overall scale is scored with the mean of all the individual items’ scores. Higher scores reflect higher levels of mindfulness in sport. The MIS has demonstrated initial validity and good internal consistency, with stable alphas for awareness.

The Mindful Attention Awareness Scale (MAAS)

Brown, K.W. & Ryan, R.M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84, 822-848.

The Mindful Attention Awareness Scale (MAAS; Brown & Ryan, 2003) is a 15- item self-report measure designed to assess one’s tendency to attend to and be aware of internal and external experiences in everyday life, with higher scores reflecting higher levels of dispositional mindfulness (Brown & Ryan, 2003). This instrument has been used in mindfulness sport research (Gardner & Moore, 2007; Kee & Wang, 2008). The MAAS was designed to measure one’s tendency to be on ‘automatic pilot’ in everyday life. Items are rated on a 6-point Likert scale (1= almost never and 6 = almost always). To score the scale, simply compute a mean of the 15 items. Higher scores reflect higher levels of dispositional mindfulness.

Dispositional Flow Scale-2 (DFS-2)

Jackson, S., & Eklund, R. C. (2002). Assessing flow in physical activity: The flow state scale- and dispositional flow scale-2. Journal of Sport and Exercise Psychology, 24, 133–150.

The DFS-2 (Jackson & Eklund, 2002) measures the tendency to experience flow, with each of the 36 items rated on a scale from 1 (never) to 5 (always). This scale is theoretically grounded in Csikszentmihalyi’s (1990) concept of flow and contains nine subscales: challenge-skill balance, action-awareness merging, clear goals, unambiguous feedback, concentration on the task at hand, sense of control, loss of self-consciousness, time transformation, and autotelic experience. A total scale score can also be obtained by averaging the scores across all the dimensions. People who report higher scores possess a greater predisposition towards experiencing flow.

White Bear Suppression Inventory (WBSI)

Wegner, D. M. & Zanakos, S. (1994). Chronic thought suppression. Journal of Personality, 62, 615-640.

Research has shown that Mindfulness states are characterized for having less intention to suppress unwanted thoughts or sensations. Wegner and Zanakos (1994) developed the White Bear Suppression Inventory (WBSI) to assess people’s general tendency to suppress unwanted thoughts. The 15 –item inventory can be used to identify people’s engagement on suppression inclinations of thoughts. Items are scored on a 5- point Likert scale from (1) Strongly disagree to (5) Strongly agree. The total score is obtained by summing up the responses in each item. Responses are coded such that high scores reflect greater thought suppression.

Screening Test (ASSIST - “The Alcohol, Smoking and Substance Involvement Screening Test.

WHO ASSIST Working Group (2002). The Alcohol, Smoking and Substance Involvement Screening Test (ASSIST): development, reliability and feasibility. Addiction, 97 (9): 1183-1194.

The ASSIST was developed by the World Health Organization to identify persons with hazardous or harmful use of a range of psychoactive substances including tobacco, alcohol, cannabis, cocaine, amphetamine type stimulants, sedatives, hallucinogens, inhalants, opioids and ‘other drugs’. The ASSIST is the first screening test which covers all psychoactive substances including alcohol, tobacco and illicit drugs, and can help practitioners identify patients who may

Frank Lu of the Graduate Institute of Physical Education at the National Taiwan Sport University sought to design a scale that would identify the individual classifications of stressors faced by student athletes. In a series of studies involving college student athletes, Lu gathered information pertaining to various areas of life that caused stress and came up with a 24-item scale called the College Student Athletes’ Life Stress Scale (CSALSS). The scale consists of eight factors, including burnout and positive outlook, and was tested on the student sample for validity. Among the eight factors are four designed to address daily stressors related to academic life and relationship challenges. The remaining four factors focused primarily on athletic-induced stress

Depression, Stress & Anxiety Scale (DASS)

Lovibond, S.H. & Lovibond, P.F. (1995). Manual for the Depression Anxiety & Stress Scales. ( Ed.)Sydney: Psychology Foundation.

The DASS is a set of three self-report scales designed to measure the negative emotional states of depression, anxiety and stress. The DASS was constructed not merely as another set of scales to measure conventionally defined emotional states, but to further the process of defining, understanding, and measuring the ubiquitous and clinically significant emotional states usually described as depression, anxiety and stress. The DASS should thus meet the requirements of both researchers and scientist-professional clinicians.

Each of the three DASS scales contains 14 items, divided into subscales of 2-5 items with similar content. The Depression scale assesses dysphoria, hopelessness, devaluation of life, self- deprecation, lack of interest/involvement, anhedonia, and inertia. The Anxiety scale assesses autonomic arousal, skeletal muscle effects, situational anxiety, and subjective experience of anxious affect. The Stress scale is sensitive to levels of chronic non-specific arousal. It assesses difficulty relaxing, nervous arousal, and being easily upset/agitated, irritable/over-reactive and impatient. Subjects are asked to use 4-point severity/frequency scales to rate the extent to which they have experienced each state over the past week. Scores for Depression, Anxiety and Stress are calculated by summing the scores for the relevant items.

Visual, Aural, Read/Write, Kinesthetic (VARK) learning style (Fleming, 1987).

Fleming N VARK: a Guide to Learning Styles (online). http://www.vark-learn.com/english/ page.asp?p=questionnaire

VARK tells you something about yourself that you may or may not know. It can be used to understand your boss, your colleagues, your parents, your workmates, your partner, your customers, your teacher, your relatives, your clients and yourself. It is a short, simple inventory that has been well-received because its dimensions are intuitively understood and its applications are practical. It has helped people understand each other and assists them to learn more effectively in many situations.

Recovery-Stress Questionnaire for Athletes (REST-Q 76) (Kellmann & Kallus, 2001) ,

Kellmann M, Kallus KW. The Recovery– Stress Questionnaire for Athletes; user manual. Champaign, IL: Human Kinetics, 2001

Measures constructs of: general stress, emotional stress, social stress, conflicts/pressure, fatigue, lack of energy, somatic complaints, success, social relaxation, somatic relaxation, general well- being, sleep quality, disturbed breaks, burnout/emotional exhaustion, fitness/exhaustion, fitness/ injury, fitness/being in shape, burnout/personal accomplishment, self-efficacy and self- regulation.

The Brief Coping Inventory (BCI), Carver, C. S. (1989)

Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology , 56, 267-283.

The BCI is a 24-item test that scores 8 types of psychological processes individuals use to cope with stressful events: Confrontive Coping, Distancing, Self-Control, Seeking Social Support, Accepting Responsibility, Escape/Avoidance, Planful Problem Solving, and Positive Reappraisal.

The Locus or Control (LaC) Rotter, J. B.: Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, Vol. 80, (I, Whole No. 609), 1966 The LaC test is a 29-item test that measures the degree to which a person attributes control of events to internal (self) or external (environmental) factors, and has also been used widely both reliably and validly2O). This test is essestially one of attributional style, which is the typical way in which individuals interpret the underlying causes of events or situations in which they engage. A. person with a high internal locus of control is more likely to attribute causes of events to factors that are internal to him or herself, such as effort, ability, aptitude, and the like. A person with a high external locus of control is more likely to attribute causes of events to factors that are external to the self, such as fate, luck, coaching, situational determinants, and the like.

Career Beliefs Inventory (CBI) (Krumboltz, 1994). Krumboltz, J.D. (1994). The Career Beliefs Inventory. Journal of Counseling and Development, 72, 424-428. The Career Beliefs Inventory (CBI; Krumboltz, 1991, 1992, 1994) is a counseling tool to identify career beliefs and assumptions that may block clients from taking constructive action. Here we answer some frequently asked questions about the CBI and illustrate with excerpts from a counseling case study. The CBI is relatively independent of other career assessment instruments. Scores on the 25 scales reflect categories of beliefs that have caused difficulties for other people in the past. A counselor can use scores to probe for particularly troublesome beliefs and to provide support and insight regarding helpful assumptions. Whether a given belief is helpful or not is a decision for the client to determine—no right or wrong beliefs are designated by the CBI itself

(AIMS) Athletic Identity Questionnaire, Wylleman, P., De Knop, P., Vanden Auweele, Y., Sloore, H., & De Martelaer, K. (1995). Wylleman, P. (1995, July) (Chair). Career transition of athletes. Symposium presented at the IXth European Congress of Sports Psychology, Brussel, Belgium.

Thomas Kilmann Assessment for Conflict Resolution

Kilmann, R. H. , & Thomas, K. W. (1977). Developing a forced-choice measure of conflict- handling behavior: The “MODE” instrument. Educational and Psychological Measurement, 37, 309-325.

Used to assess communication skills and managing conflicting styles. Can be used as a catalyst to open discussions on difficult issues and facilitate learning about how conflict-handling modes affect personal, group, and organizational dynamics. Used to measure behaviors in conflict situations. Clients should be encouraged to fill this out for more than one scenario in dealing with individuals. For example, conflict handling at work may not be the same as at home, or in other avenues of life. Kilmanndiagnostics.com/overview-thomas-kilmann-conflict-mode-instrument-tki

Professional Athlete Career Transition Inventory Blann, F. W., & Zaichkowsky, L. (1986). Career/life transition needs of National Hockey League players. Final report prepared for the National Hockey League Players' Association, USA.

Explores psychological resources, or conversely barriers, that adults may experience during a career transition. This allows the opportunity to explore the athlete’s transitional needs.

COPE Inventory (Carver, 2013). Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56, 267-283.

The COPE Inventory is a 60-item questionnaire that assesses a broad range of coping responses when people are faced with stress. The subscales include: Positive reinterpretation and growth, mental disengagement, focus on venting of emotions, use of instrumental social support, active coping, denial, religious coping, and humor.

VIA Character Strengths Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and

classification. New York: Oxford University Press and Washington, DC: American

Psychological Association. www.viacharacter.org

Measures an individual’s 24 character strengths such as leadership, love, perseverance and judgment. The VIA Survey of Character Strengths is a simple self-assessment that takes less than 15 minutes and provides a wealth of information to help you understand your core characteristics. Most personality tests focus on negative and neutral traits, but the VIA Survey focuses on your best qualities.

Anticipatory Grief Scale (Thuet et al., 1991)

Theut SK, Jordan L, Ross LA and Deutsch SI. Caregiver's Anticipatory Grief in Dementia: A Pilot Study. International Journal of Aging and Human Development 1991; 33, 2: 113-118. Is a self-report measure that assesses themes of anger, guilt, anxiety, irritability, sadness, feelings of loss and decreased ability to function at usual tasks. It’s a 27-item self-report tool designed to assess the bereavement experience of women whose spouses have been diagnosed with dementia. Items are scored on a 5-point Likert scale, ranging from "strongly disagree" to "strongly agree.

The Sports Injury Appraisal Scale (Cassidy, 2006) Cassidy, C.M. (2006). Development of a measure of sport injury anxiety: The Sport Injury Appraisal Scale. Unpublished doctoral dissertation, University of Tennessee, Knoxville

Is a 51 item self-report questionnaire that is used to assess athlete’s beliefs about their injury. The measure includes items that assess: re-injury, experiencing pain, loss of normal functioning, loss of athletic ability, negative body image, having blocked goals, loss of social supports, others’ perception of the athlete and letting important others down. Statements include: “when I am injured I feel socially disconnected from my team mates” and “when I am injured I feel helpless.” Physician Well Being Index Dyrbye, L. N., Satele, D., Sloan, J., & Shanafelt, T. D. (2014). Ability of the Physician Well- Being Index to Identify Residents in Distress. Journal of Graduate Medical Education , 6 (1), 78–

84. http://doi.org/10.4300/JGME-D-13-00117. The seven-item Physician Well Being Index developed by Dyrbye and colleagues. A score of greater than or equal to four positive answers on the Index correlates with lower mental quality of life, a lack of well-being and other markers of physician distress. The Index takes very little time to complete and the information obtained from answering the questions may be useful as a personal reference point.

The Smith’s Brief Resilience Scale Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008). The brief resilience scale: assessing the ability to bounce back. International journal of behavioral medicine, 15(3), 194-200.

The Smith’s Brief Resilience Scale, which measures a unitary construct in both student and clinical samples using 6 items on a 5-point scale (1¼strongly disagree, 5¼strongly agree, eg, ‘‘I tend to bounce back quickly after hard times’’). It has positive correlations with social relations, coping, and health, and negative correlations with anxiety, depression, and physical symptoms.

The Maslach Burnout Inventory Human Services Survey Maslach C, Jackson SE, Leiter MP (1996) Maslach Burnout Inventory Manual, 3rd^ Edition. Palo

Alto: Consulting Psychologists Press. The Maslach Burnout Inventory Human Services Survey, a 22-item scale developed to assess burnout among professionals that work in emotionally taxing environments. The scale includes 3 subscales; emotional exhaustion, depersonalization or cynicism, and personal accomplishment.

Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 9, 1087-1101.

The Grit assessment is a 14 question assessment designed to measure traits that are present in successful people. Grit ties in with perseverance and a person’s ability to pursue long term goals. Validity and Reliability have been tested at West Point military academy and the National Spelling Bee. Higher grit scores proved to be predictors of successful transition at West Point and proved to produce positions in the later rounds of the National Spelling Bee. http://www.sas.upenn.edu/~duckwort/images/Duckworth%20and%20Quinn.pdf (MLQ-5X) Multifactor Leadership Questionnaire

Measures a broad range of leadership types from passive leaders, to leaders who give contingent rewards to followers, to leaders who transform their followers into becoming leaders themselves. The MLQ identifies characteristics of a transformational leader and helps individuals discover how they measure up in their own eyes and in the eyes of those with whom the work. Success is measured by comparing pre and post-test assessments and tracking leadership style change.

(POMS) Profile of Mood States

McNair, D. M., Heuchert, J. W. P., & Shillony, E. (in press). Research with the Profile of Mood States (POMS) 1964-2002: A comprehensive bibliography. Toronto, Canada: Multi-Health Systems.

POMS is a self-administered questionnaire containing 65 adjectives to determine the participant’s mood states on the following; tension, depression, anger, vigor, fatigue, confusion, and overall emotional state. Can be administered online with a scoring indicator at the following website. A great explanation and online version of POMS at: www.brianmac.co.uk/poms.html

The Coach – Athlete Relationship Questionnaire (CART-Q) meta Jowett, S., & Ntoumanis, N. (2004). The Coach-Athlete Relationship Questionnaire (CART – Q): Development and initial validation. Scandinavian Journal of Medicine & Science in Sports, 14, 245–257. This questionnaire aims to measure the quality and content of the coach-athlete relationship. Please read carefully the statements below and circle the answer that indicates whether you agree or disagree. There are no right or wrong answers. Please respond to the statements as honest as possible and relevant to how you personally think a specific athlete from your team or squad feels about you.

Sport Anxiety Scale- Smith, R.E., Smoll, F.E., & Schutz, R.W. (1990). Measurement and correlates of sport-specific cognitive and somatic trait anxiety: The sport anxiety scale. Anxiety Research, 2(4), 263-280.

This purpose of this article was to discuss the development of SAS (Sports Anxiety Scale), due to the limitations indicated in the Sport Competition Anxiety Test. The SCAT test was used to

measure specific trait anxiety however it was only able to measure somatic anxiety. The SAS was proven to be useful to researchers in a variety of sport context and it was reliable and valid measure for both cognitive and somatic sport performance anxiety. The downfall to this experiment was that it lacked consistency when studying performance anxiety in children. Specifically, in an experiment conducted on children that range from ages 9-12, regarding sources of stress and performance trait anxiety was indicative of this. During data collection SAS was used, to determine whether it was appropriate to use three sub-scales as dependent variable measures, which resulted in an uninterpretable 5 factor solution. The researchers were unable to assess the effects of the intervention regarding different components of sport performance anxiety, which include worry, concentration disruption, and somatic anxiety.

Sport Anxiety Scale-

Smith, R.E., Smoll, F.L., Cumming, S.P., & Grossbard, J.R. (2006). Measurement of multidimensional sport performance anxiety in children and adults: The sport anxiety scale-2. Journal of Sport & Exercise Psychology, 28, 479-501.

This article illustrates the effort that was placed to develop a more advanced scale, called Sport Anxiety Scale-2. This scale provided researchers with both a reliable and valid multidimensional measuring tool for sport performance anxiety. The development for the scale included the involvement of both child and college athletes. Specifically 1,038 child athletes (571 males and 467 females) range from ages 9 to 14 years and 1,294 college athletes (237 males and 356 females), with the majority are of the Caucasian descent, 78% and 59% respectively. This improved scale was capable of measuring dimensions more precisely, something that SAS 1 lacked and was incapable of doing so. Specifically SAS 2 allowed researchers to measure individual differences in somatic anxiety, worry and concentration disruption. SAS-2 also had a stronger factorial validity than the original scale. It allowed accurate measurement of cognitive and somatic performance anxiety in children and adults and had the capability to predict anxiety scores for all age groups.

Sport Competition Anxiety Test (SCAT)

Kar, S. (2013). Measurement of competition level anxiety of college level athletes by using SCAT. International Journal of Engineering Science and Innovative Technology, 2(3).

This article describes the Sport Competition Anxiety Test (SCAT) and the different types of anxiety athlete’s experience. Many athletes experience positive and negative types of anxiety. Becoming ‘pumped up’ for competition is a form of positive anxiety and a rush of adrenaline. When negative thoughts start surfacing during a competition, it can decrease the performance ability greatly. There are different types of pre-competition anxieties including fear of failure, thinking too much on what people may say about the performance, and lack of confidence. Individual sport athletes experience more anxiety than those in team sports. The anxiety arises before the athlete performs.

Athlete Burnout Questionnaire (ABQ)

questions on happiness. The first item measures happiness on a ‘happiness/unhappiness scale’. Respondents choose from 11 descriptive phrases on a 0 to 10 scale. These descriptors range from (0) ‘extremely unhappy’, to (5) ‘neutral’, to (10) ‘extremely happy’, and measure perceived quality of general happiness. The second item is an estimate of the percentages of time respondents feel happy, unhappy, and neutral. With both items, the HM assesses both intensity and frequency of affect; the first question measuring intensity, and the second item’s percentage estimates measuring frequency. In scoring the HM, the scale score (item one) and three percentage estimates (item two) are used directly as raw scores. A combination score can also be calculated, which combines the scale score and percentage happy score in equal weights (combination score = [scale score * 10 + happy%]/2). However, this score is seldom reported in the literature. As an example, reported norms for community college students with a mean age of 26 years include a HM scale mean score of 6.92 (SD = 1.75), a percentage happy mean score of 54.13 (SD = 21.52), a percentage unhappy mean score of 20.44 (SD = 14.69), and a percentage neutral mean score of 25.43 (SD = 16.52).

The Satisfaction with Life Scale

Diener, E., Emmons, R. A., Larson, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49, 71-75.

The Satisfaction with Life Scale (SwLS) (Diener et al., 1985) is a five item measure that assesses an individual’s global judgement of life satisfaction as a whole. The SwLS measures the cognitive component of SWB, and provides an integrated judgement of how a person’s life as a whole is going. In completing the SwLS, participants rate five statements (“In most ways my life is close to my ideal”, “the conditions of my life are excellent”, “I am satisfied with my life”, “so far I have gotten the important things I want in life”, and “If I could live my life over, I would change almost nothing”) on a seven point Likert scale, ranging from (1) “strongly disagree”, to (4) “neither agree nor disagree”, to (7) “strongly agree”. The five items are keyed in a positive direction so that responses can be added to calculate a total score, which ranges from 5 to 35. Pavot and Diener (2008) report that scores from 5 to 9 indicate that an individual is extremely dissatisfied with life, from 10 to 14 dissatisfied with life, from 15 to 19 slightly dissatisfied with life, that a score of 20 indicates neutral life satisfaction, from 21 to 25 slight satisfaction with life, from 26 to 30 satisfaction with life, and from 31 to 35 extreme satisfaction with life.

Gratitude Questionnaire

McCullough, M. E., Emmons, R. A., & Tsang, J. (2002). The Grateful Disposition: A conceptual and Empirical Topography. Journal of Personality and Social Psychology, 82, 112-127.

The Gratitude Questionnaire (GQ-6) is a short, self-report measure of the disposition to experience gratitude. Participants answer 6 items on a 1 to 7 scale (1 = "strongly disagree", 7 = "strongly agree"). Two items are reverse-scored to inhibit response bias. The GQ-6 has good internal reliability, with alphas between .82 and .87, and there is evidence that the GQ-6 is positively related to optimism, life satisfaction, hope, spirituality and religiousness, forgiveness, empathy and prosocial behavior, and negatively related to depression, anxiety, materialism and envy. The GQ-6 takes about 2 minutes to complete.

Adult Hope Scale

Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., et al. (1991). The will and the ways: Development and validation of an individualdifferences measure of hope. Journal of Personality and Social Psychology, 60, 570- 585.

The adult hope scale (AHS) measures Snyder's cognitive model of hope which defines hope as "a positive motivational state that is based on an interactively derived sense of successful (a) agency (goal-directed energy), and (b) pathways (planning to meet goals)" (Snyder, Irving, & Anderson, 1991, p. 287). The adult hope scale contains 12 items. Four items measure pathways thinking, four items measure agency thinking, and four items are fillers. Participants respond to each item using an 8-point scale ranging from definitely false to definitely true and the scale takes only a few minutes to complete.

Brief Resilience Scale

Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008). The brief resilience scale: assessing the ability to bounce back. International Journal of Behavioral Medicine, 15, 194-

Designed as an outcome measure to assess the ability to bounce back or recover from stress. The authors suggest that assessing the ability to recover of individuals who are ill is important. No clinical applications are reported. The authors note that most measures of resilience have focused on examining the resources/protective factors that might facilitate a resilient outcome. This scale was developed to have a specific focus on bouncing back from stress. Reverse scores items 2, 4, and 6.