Consumable Booklet of Dr. (lArs.) Vijaya Lakshmi (Patna) SS-.vns Dr. Shruti Narain (Patna) (English Version) Please fill in the following informations : Date [_] | | [111 | Name Age Sex : Male[—__] Female ["] Class —______ Name of School/College Father's Name Father’s Occupation Monthly Income. Father's Educational Qualification Mother’s Educational Qualification. No. of Sibblings (Brothers & Sisters) ___Your birth order. Present Residence : Town / Village INSTRUCTIONS There are certain statements given below which are related to a person's daily experiences. For each statement, there are two answer options given ie., “Yes” or “No”. Read each statement carefully and from the two options given, tick H mark only that option which is most appropriate and true in your case, There is no time limit as such but it is expected from you to complete it in 20 minutes. Your answers will always be kept confidential. Scoring Table Raw Score Interpretation Page 2 3 Estd. 1971 www.npeindia.com @:(0562) 2601080 NATIONAL PSYCHOLOGICAL CORPORATION UG-1, Nirmal Heights, Near Mental Hospital, Agra-282 0071. 2. os 7 P N 10. 11. 12, 13. 14, umable Booklet of Do you often suffer from headaches ? Do you perceive study as a burden ? Do you most often feel mentally or physically tired ? Do you often feel irritated ? Do you easily get angry ? Do you find your life boring ? Do you easily get disheartened by failuires ? Do you fear being rejected by friends ? Are you constantly working towards maintaining your importance among friends ? Do you loose your self control over discussion that is happening pertaining to any topic ? Do you get more angry than required ? Do you start yelling and screaming when angry ? Do you get intolerant being frequently questioned by your parents ? Are you unable to get to sleep for long despite going to bed ? Total Score Page No. 2 UOU0U HOO O OOOoOoo0oo0oO OOOOO0O0dO OOO oO (0 0 COO 0 OOee ar 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. Do you find yourself lagging behind time ? oO Do you have to struggle to maintain pace with time ? oO Do you often find yourself tensed ? oO Is your performance detoriating in any work ? oO U0 Do you often feel guilty ? oO Do you have to feel ashamed a number of times ? oO Are you able to differentiate between good and bad ? Ol Are you a responsible child ? O Do you feel yourself as weak/incapable ? oO Do you regret your life so far ? O Are you unable to pay attention to your work ? oO Do you find yourself unsuccessful ? O OOOoO0d0 ooo of U00 GUO0U L Do you smoke or take alcohol ? Do you find it difficult to take quick decisions ? Cc Ooo OU0 Do you work under time pressure or deadline Pressure ? O OCOD Total Score Page No.3[__]4 | Consumable Booklet of SS-LVNS 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. STA z | | coaoo 0600000 W Do you feel physical restlessness after studying for a short while ? Oo Are you often anxious/worried about the future ? oO Do your friends often pressurise you to behave in the same manner as they do ? Do you feel lack of concentration ? Do you feel that your parents expect more than required ? Are you able to finish your work as per deadline/ within time frame ? OO Do you find the same work that once interested you boring now ? Do you mostly fee! disturbed/ troubled by worries ? OOO NO OOO OF 8 OO OO Do you make mistakes despite working carefully ? Do you not feel fresh when you wake up in the __ morning ? Do you mostly feel restless ? Total Score Page No. 4 Tres oad Reproduction any forma n Volo ol Copy RIHAG Coneunae Booua ot Sess Seale SSAVNS) ENG) FATINTRODUCTION Stress is a term used to describe the physical, emotional, cognitive, and behavioural re- sponse to events that are perceived as threatening or challenging (Cicarrelli & White, 2017). Stress is an internal state which can be caused by physical demands on the body (diseased conditions, exercise, extremes of temperature and the like) or by environ- mental and social situations which are evaluated as potentially harmful, uncontrollable or exceeding our resources for coping life events and pressures of everyday life. The physical, environmental, and social causes of the stress are called stressors (Morgan, King, Weisg & Schopler, 1993). The term “stress” was first used by the endocrinologist Hans Selye (1936) to identify physiological responses in laboratory animals. He later broadened and popularized the concept to include the perceptions and responses of human beings trying to adapt to the challenges of everyday life. He defined stress as “the nonspecific response of the body to any demand (Selye, 1956).” Vanden Bos and American Psychological Association (2015) defines stress as the physiological or psychological response to internal or external stressors. Stress involves changes affecting nearly every system of the body, influencing how people feel and behave. For example, it may be manifested by palpitations, sweating, dry mouth, shortness of breath, fidgeting, accelerated speech, augmentation of negative emotions (if already being experienced), and longer duration of stress fatigue. Severe stress is manifested by the General Adaptation Syndrome. By causing these mind- body changes, stress contributes directly to psychological and physiological disorder and disease and affects mental and physical health, reducing quality of life. Stress is any circumstance that threatens or perceived to threaten one's well-being and thereby tax one’s coping abilities. The threat may be to immediate physical safety, long range security, self-esteem, reputation, peace of mind or many other things that one value. Stress is a part of life and everyone experiences stress daily, but people may differ in their level of stress experience, and it may range from mild to severe. In the present era, stress has become more attention-catching for a student. Students undergo stress at assignments, mid-term exams, etc. whichis driving many students to frustration. Academic stress has increased more with the increasing awareness of education (Puri and Dubey, 2011). Adolescents today are living in an increasingly stress-ridden atmosphere. Stress among adolescent boys and girls are very common and natural. Be it about self, career, academics or any other issue, the youth undergo feelings of anxiety at some phase of lives. They live in a world where nothing seems to be guaranteed with certainty and at the same time they are expected to perform at every front, the main being the academics. This is a generation where everybody lives, breathes and eats competi- tion. The all-pervasive competitive atmosphere, be it social or academic, encourages4 | Manual for SS-.vs adolescents to constantly compare themselves with their peers. Conse: self-image is in a continual state of redefinition, Stress is partly created by parentay Pressure too when they expect the adolescents to perform and stand out among their groups. When they can't rise up to their expectations or are in a process of Meeting it adolescents suffer from frustration, physical stress, aggression, undesirable complexes, anxiety and depression (Alam, 2010). * Signs of stress may be cognitive, emotional, physical or behavioural and include (but are not limited to) symptoms such as : poor judgment, a general Negative outlook, excessive worrying, moodiness, irritability,agitation, inability to relax, feeling over. whelmeg, feeling lonely or isolated, depressed, aches and pains, diarrhea Or consti- pation, nausea, dizziness, chest pain, rapid heartbeat, eating too much or not enough, sleeping too much or not enough, withdrawing from others, procrastinating or neglect- ing responsibilities, using alcohol, cigarettes, or drugs to relax, and nervous habits (e.g. nail biting, pacing). Stress is considered to be a key factor affecting mental health, and high level of stress is associated with depression and suicidal attempts (Nolen- Hoeksema, 2004). One recent study found that adolescents who engaged in suicide ideation were more likely to have experienced negative life events in the past years than adolescents who did not engage in suicide ideation (Liu and Tein, 2005). Sarason and Sarason (2005) has enumerated the factors that increase stress and the risk of illness as follows— (1) Inability to adapt to changes in environmental demands. (2) Inability to handle strong feelings and emotions, and to express them realisti- cally. (3) Inability to interpret demands, constraints and opportunities correctly. (4) Inability to form rewarding, lasting interpersonal ties, particularly love relation- ships. After extensive review of literature, four dimensions were included in this scale and this scale consists of 40 items which measures the following four dimensions : (a) Pressure-it involves expectations or demands that one behave ina certain way. Adolescents feel several types of pressure such as to do well in academics, to gain the approval of parents, peers, appearance, personal identity, etc. (b)Physical Stress—Over the long time, stress can lead to diminished health or illness and is reflected in frequent headaches, fatigue, monotony, muscular tension, elevated heart rate, etc. (c) Anxiety-An unpleasant emotional state accompanied by physiological arousal along with the cognitive elements of apprehension, guilt, and a sense of impending disaster. Responses to stress include adaptation, psychological coping such as stress management, anxiety and depression. quently, theirManual for SS-mus | 5 (d) Frustration-It occurs in any situation, in which the pursuit of some goal is thwarted, Item Analysis Originally, 67 items were written and submitted to a group of language experts who made necessary corrections and modifications. Subsequently, they were sub- mitted to a group of experts (college teachers) of psychology for expressing their judg- ment about the suitability of the contents of the items. Out of the 67 items, 54 reached common consensus. Then the scale was administered on 300 adolescents and scores were obtained. The response was to be given in either ‘Yes’ or ‘No’. Ascore of +1 and O was given. The answers of those items which tallied with the answers given in the scoring key were given a score of +1. If they didn’t tally, they were given a score of zero. The response of the subjects on each item was scored and a total score was obtained. Following it, item analysis was done by using Point-biserial correlation (Singh, 2013). Out of the 54 items, only 40 items was found significant, some at .01 and others at .05 level. Finally a set of those 40 items were retained for Stress Scale for Adolescents. Items were divided for each dimension. TABLE 1 Division of the items Srp 7) No. Dimensions Serial wise Item No. Total 1. | Pressure 2, 9, 15, 16, 21, 22, 27, 28, 29, 32, 34, 35,36 &38| 14 ne Physical Stress 1, 3, 30 and 39 4 ML. | Anxiety | 6, 8, 14, 17, 18, 19, 20, 23, 25, 31, 33, 37440 13 WV. | Frustration [ 4,5, 7, 10, 11, 12, 13, 24 and 26 9 Total 40 Inter-dimension correlations were also calculated, which were found to be sufficiently low and not significant. Administration This scale is meant for Males & Females in the age range of 12 to 24 years. The ‘scale can be administered either by self or by the investigator. It may be used in group as well as individual condition. There is no fixed time limit as such. However it gener- ally takes about 10 to 15 minutes in its completion. For smooth administration of Stress Scale clear instructions are printed at the top of the first page.6 | Manual for SS-Lvns Scoring : aerill F The answers of those items which tally with the answers given in the scoring key are given a score of +1. If they did not tally, they are given a score of zero. Positive items are given a score of +1 on 'Yes' and zero on 'No' and negative items are given 41 on'No' and Zero on ‘Yes’. Higher the score, greater is the level of stress. Item Yes [No | Positive 1 [oi TABLE 2 Scoring Table « Dimensions Items Serial wise Items No. TOTAL 0. 1. | Pressure Positive | 2,9, 15, 16, 22, 27, 28, 29, 2 14 32, 34, 36, 38 ‘Negative | 21, 35 2 _| Physical Positive | 1,3, 30, 39 4 4 Stress Negative | — = Il. | Anxiety Positive | 6, 8, 14, 17, 18, 19, 20, 23, 25, 13 13 31, 33, 37, 40 ‘Negative | — IV. | Frustration Positive | 4,5, 7,10, 11, 12, 13, 24, 26 9 9 ‘Negative | — _ ( Total 40 Reliability __ The test re-test reliability was calculated and was found to be .82, which was significant at .01 level. Validity Stress scale was validated against the following scales : 1. Singh’s Personal Stress Source Inventory (2004) and the resulting validity coefficient was 0.72. 2. With Stress dimension of Anxiety, Depression and Stress Scale by Bhatnagar etal. (2011) and the resulting validity coefficient was 0.83. Norms Percentile norms for Stress Scale for Adolescents have been developed. For this purpose, the scale was administered on a larger sample of adolescents, N = 600 inManual for SS-.vns | 7 which the subjects from both sexes participated. Percentile norms for both groups (Male, N = 300; Female, N = 300) were developed separately as there t-ratios were found to be significant (cf Table 3 and 4). TABLE 3 Percentile of Males Percentile Score Point Integral Score Po 32.43 33 Poo 25.74 26 — Poo 19.82 20 Pag 14.14 15 Poo 13.03 14 ___—_— Poo 10.41 vi Pay 9.74 10 Pap 7.05 8 Pag 459 05 P,, 3.7 048 | Manual for SS-Lvws Percentile of Females TABLE 4 Percentile Score Point Integral Score P,, 38.72 39 Py 32.49 33 Poo 30.65 31 — P, 26.17 27 —| Poo 23-83 24 P., 19,04 20 Pro 14.36 15 Pop 10.78 W Poo 7.34 8 Pro 2.41 3Manual for SS-.vns | 9 Qualitative Interpretation The obtained final score on Stress Scale for Adolescents can also be qualitatively interpreted easily with the help of following Tables 5 and 6 for the two sex groups. The subjects have been classified into three categories viz. high, moderate and low levels of stress on the basis of the raw scores for each dimension separately and also for a total score on the stress scale. In case of the mean scores, the decimals shall be converted to whole numbers as per rules. The interpretation is given as follows : TABLE 5 Qualitative Interpretation of Stress Scale Scores for Males Level of Stress Dimensions High Moderate Low Pressure 7 and above Oto2 Physical Stress 3 and above 2 Otol Anxiety 7 and above 4to6 Oto3 Frustration 6 and above 3toS Oto2 Over all Stress 22 and above 121021 Oto 1110 | Manual for SS-tvns TABLE 6 Qualitative Interpretation of Stress Scale Scores for Females Level of Stress Dimensions . High Moderate Low Pressure 8 and above 4to7 Oto3 LL Physical Stress 3 and above 2 Oto1 Anxiety 8 and above 4to7 0to3 Frustration 7 and above 3to6 Oto2 Over all Stress 25 and above 14 to 24 Oto 13 REFERENCES. Alam, M. Md. (2010). Effect of Emotional Intelligence and Academic Stress on Academic Success among Adolescents. Journal of Community Guidance and Research, 27(1), 53-61. Bhatnagar, P. Singh, M. Pandey, M. Sandhya and Amitabh (2018 and 2011). Anxiety, Depression and Stress Scale. Agra : National Psychological Corporation. Ciccarelli, S. E. and White, G, E. (2017). Psychology. Sth Edition. Pearson India Education. Liu, X. and Tein, J. Y. (2008). Life events, Psychopathology, and Suicidal Behaviour in Chinese Adolescents. Journal of Affective Disorders, 86, 195-203.