The Reliability of an Education-related Self-efficacy Scale for People with Psychiatric Disabilities

Harris, Meredith; Gladman, Beverley; Hennessy, Nicole; Lloyd, Christine Avonia; Mowry, Bryan; Waghorn, Geoffrey

doi:10.1007/s10597-010-9294-4

Cited by 3 publications

(1 citation statement)

References 21 publications

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“…(Harris et al, 2011a). SRCS items show moderate to very good associations with some (though not all) relevant items on the APQ-6 (Stewart et al, 2010) and the Work-related Self-efficacy Scale (WSS-37) (Waghorn et al, 2005), but poor correlations with relevant items on the Education-related Self-efficacy Scale (ESS-40) (Harris et al, 2011b).…”

Section: Comparison Of Measures With Criterion 8: Psychometric Propermentioning

confidence: 99%

A review of social inclusion measures

Coombs

Nicholas

Pirkis

2013

Aust N Z J Psychiatry

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Social inclusion is too important not to measure. This discussion of individual-level measures of social inclusion provides a springboard for selecting an appropriate measure for use in public sector mental health services. It suggests that there are two primary candidates, but neither of these is quite fit-for-purpose in their current form. Further exploration will reveal whether one of these is suitable, whether another measure might be adapted for the current purpose or whether a new, specifically designed measure needs to be developed.

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Section: Comparison Of Measures With Criterion 8: Psychometric Propermentioning

confidence: 99%

A review of social inclusion measures

Coombs

Nicholas

Pirkis

2013

Aust N Z J Psychiatry

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Difficulties Experienced by University Students with Severe Mental Illness Who Participate in Supported Education Programs

Shor

2016

Community Ment Health J

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Knowledge about the difficulties students with severe mental illness (SMI) encounter is essential to helping them meet the challenges of studying in universities. Therefore, a study was conducted in Israel with 80 university students with SMI to ascertain their difficulties and the relationship between these difficulties and their level of recovery. The two subscales of an instrument measuring students' difficulties that were ranked the highest were "Learning Skills and Management of Academic Tasks" and "Social Inclusion Difficulties." Inverse relationships were found between the students' difficulties and their perceived level of recovery. The findings illuminate that one of the major challenges that students with SMI experience is to meet academic requirements while coping with mental illness. They also indicate that students' difficulties may not be limited to academic functioning. Therefore, there is a need to broaden the view of students' difficulties to include social and contextual factors in the university environment.

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The Development and Validation of the Social Recovery Measure

Marino¹

2000

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Mental health recovery is a complex phenomenon involving clinical, functional, physical, and social dimensions. The social dimension is understood to involve meaningful relationships and integration with supportive individuals and a wider community. While the recovery model developed from a movement led by consumers and survivors of the mental health system to promote hope, self-determination, and social inclusion, the clinical aspects of recovery have dominated mental health research and practice. The under-investigated area of social recovery calls for psychometrically sound measurement instruments. The purpose of the current study was to develop and validate the Social Recovery Measure (SRM). The study was grounded in disability and mad theories which locate disability at the intersection of the person and the environment. The SRM is a 19-item self-administered instrument scored on a 5-point Likert scale that consists of two domains: Self and Community. Items for the SRM were developed through focus groups and interviews with 41 individuals in recovery from mental health challenges and the preliminary measure was administered to a purposive, nonprobability sample of 228 individuals in recovery. A confirmatory factor analysis (CFA) was conducted and a re-specified model resulted in good model fit. The SRM exhibited excellent internal consistency with a Cronbach's coefficient alpha of .951 and demonstrated excellent test-retest reliability, content validity, and construct validity.Social recovery is highly relevant for social work given the discipline's commitment to disenfranchised populations and investment in creating enabling environments. The ii SRM has utility for use in evidence based practice and evaluation. The SRM can be used to further research in social recovery, test underlying theory bases, and explore the differential effects of the multiple dimensions of recovery. There is a need to better understand social recovery which this measure can facilitate.iii Acknowledgments I would like to recognize the members of my

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The Reliability of an Education-related Self-efficacy Scale for People with Psychiatric Disabilities

Cited by 3 publications

References 21 publications

A review of social inclusion measures

A review of social inclusion measures

Difficulties Experienced by University Students with Severe Mental Illness Who Participate in Supported Education Programs

The Development and Validation of the Social Recovery Measure

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