Emotional Awareness in Adolescents – a Pilot Study of Psychometric Properties of the Czech Adaptation of the Levels of Emotional Awareness Scale for Children LEAS-C

Česká verzia

Authors: M. Světlák ^1,2; K. Marsová ²; T. Bernátová ^1,2; L. Winklerová ¹
Authors place of work: Ústav psychologie a psychosomatiky, LF MU v Brně ¹; Psychiatrická klinika LF MU a FN Brno ²
Published in the journal: Cesk Slov Neurol N 2017; 80/113(2): 197-207
Category: Original Paper
doi: https://doi.org/10.14735/amcsnn2017197

Tato práce byla podpořena fondem institucionální podpory MZ ČR – RVO (FNBr, 65269705).

Summary

Background:
The measurement of emotional awareness structure and its developmental level represents one of the key areas of neuropsychiatry and neuropsychology diagnostics in routine clinical practice or in affective neuroscience research. The Levels of Emotional Awareness Scale for Children (LEAS-C) is a unique psychodiagnostic and research tool that is beyond the capabilities of commonly used methods in this area.

Aim:
The aim of the study is to report first experience with the Czech translation of this scale in our circumstances, to describe the psychological theory behind this tool and to present the Czech LEAS-C adaptation selected psychometric properties.

Material and methods:
The LEAS-C was translated into the Czech using the forward-backward translation method. Complete data were obtained from 322 adolescents from primary and secondary schools (age: 14.98 ± 1.49; 172 boys, 150 girls; no difference in age was found, t = –0.951; p > 0.05).

Results:
Internal consistency analyses of the LEAS showed satisfactory intra-test homogeneity (Total α = 0.76; Self α = 0.70; Others α = 0.66) and its reliability (test-retest: Total r = 0.73; Self r = 0.73; Others r = 0.59); mean value of answers in all LEAS-C items for three dimensions scored was: Total 31.9 ± 6.9; Self 28.4 ± 6.9; Others 23.9 ± 7.1). A significant difference was found between both boys and girls and between children from schools and colleges (girls and college students achieved higher LEAS-C scores in all three subscales p < 0.01). No association between age and LEAS-C performance was found (Total r = 0.11; p > 0.05; Self r = 0.07; p > 0.05), with the exception of subscale Others (r = 0.17; p<0.01), where an association was found.

Conclusions:
The Czech adaptation of the Levels of Emotional Awareness Scale for Children LEAS-C show adequate psychometric qualities, which allow for their clinical and scientific use. Implications for clinical and research contexts are discussed.

Key words:
emotional awareness – Levels of Emotional Awareness Scale for Children– emotion dysregulation – psychosomatic disorders – functional disorders

The authors declare they have no potential conflicts of interest concerning drugs, products, or services used in the study.

The Editorial Board declares that the manuscript met the ICMJE “uniform requirements” for biomedical papers.

Chinese summary - 摘要

青少年情绪意识 - 捷克适应儿童情感意识量表的心理测量特性试点研究LEAS-C

背景：

情绪意识结构及其发展水平的测量代表了常规临床实践或情感神经科学研究中神经精神病学和神经心理学诊断的关键领域之一。儿童情感意识量表（LEAS-C）是一种独特的心理诊断和研究工具，超出了该领域常用方法的功能。

目标：

本研究的目的是在本案的基础上，通过直接的经验和感受利用捷克语翻译这一量表，和背后的心理学理论，并介绍捷克LEAS-C适应选择的心理测量属性。

材料和方法：

LEAS-C使用前后翻译方法被翻译成捷克语。完成数据来自中小学322名青少年（年龄14.98±1.49岁; 172名男孩，150名女孩，年龄没有差异，t = -0.951; p> 0.05）。

结果：

LEAS-C的内部一致性分析显示出满意的测试内同质性（总α= 0.76;自身α= 0.70;其他α= 0.66）及其可靠性（重复检验：总r = 0.73;自我r = 0.73;其他r = 0.59）;所有LEAS-C项目答案的平均值分三个方面：总计31.9±6.9;自身28.4±6.9;其他23.9±7.1）。男孩和女孩之间以及学校和学院的儿童（女孩和大学生在所有三个子量表中获得了更高的LEAS-C分数p <0.01）之间存在显着差异。没有发现年龄和LEAS-C表现之间的关联（总r = 0.11; p> 0.05;自我r = 0.07; p> 0.05），除了子量表外其他（r = 0.17; p <0.01）的差异均被发现。

结论：

捷克适应儿童情感意识量表（LEAS-C）表现出足够的心理质量，从而允许其临床和科学使用。讨论对临床和研究背景的影响。

关键词：

情绪意识 - 情绪意识度量表 - 情绪失调 - 心理障碍 - 功能障碍

Zdroje

1. Lane RD. Neural substrates of implicit and explicit emotional processes: a unifying framework for psychosomatic medicine. Psychosom Med 2008;70(2):214– 31. doi: 10.1097/ PSY.0b013e3181647e44.

2. Obereignerů K, Mareš J, Obereignerů R, et al. Výskyt psychogénnych porúch v neurológii. Cesk Slov Neurol N 2010;73/ 106(5):529– 33.

3. Serranová T, Růžička E, Roth J. Funkční poruchy hybnosti. Cesk Slov Neurol N 2014;77/ 110(3):270– 86.

4. Saarni C. The development of emotional competence. New York: Guilfod Press 1999.

5. Waller E, Scheidt CE. Somatoform disorders as disorders of affect regulation: a development perspective. Int Rev Psychiatry 2006;18(1):13– 24.

6. Kotačková J, Marušic P. Funkční význam pólu temporálního laloku. Cesk Slov Neurol N 2010;73/ 106(4):387– 91.

7. Parker JD, Taylor GJ, Bagby MR. The 20-Item TorontoAlexithymia Scale III. Reliability and factorial validity in a community population. J Psychosom Res 2003;55(3): 269– 75.

8. Mayer JD, Salovey P, Caruso DR. Mayer-Salovey-Caruso Emotional Intelligence Test: YRV Researcher’s guide. Toronto: Multi-Health Systems 2015.

9. Mayer JD, Salovey P, Caruso DR. MSCEIT – Test emoční inteligence. Praha: Hogrefe – Testcentrum 2012.

10. Rorschach H. Psychodiagnostik. Bern: Bircher 1921.

11. Murray HA. Thematic Apperception Test manual. Cambridge, MA: Harvard University Press 1943.

12. Obereignerů R. Komentář k článku autorů Světlák et al. Měření úrovně emočního uvědomění – pilotní studie ověřující základní psychometrické vlastnosti české verze Škály úrovně emočního uvědomění LEAS. Cesk Slov Neurol N 2015;78/ 111(6):680– 8.

13. Ciarrochi J, Caputi P, Mayer JD. The distinctiveness and utility of a measure of trait emotional awareness. Pers Individ Dif 2003;34(8):1477– 90.

14. Lane RD, Quinlan D, Schwartz G, et al. The levels of emotional awareness scale: a cognitive-developmental measure of emotion. J Pers Assess 1990;55(1– 2):124– 34.

15. Světlák M, Bernátová T, Pavlíková E, et al. Měření úrovně emočního uvědomění – pilotní studie ověřující základní psychometrické vlastnosti české verze Škály úrovně emočního uvědomění LEAS. Cesk Slov Neurol N 2015;78/ 111(6):680– 8.

16. Bajgar J, Ciarrochi J, Lane R, et al. Development of the Levels of Emotional Awareness Scale for Children (LEAS-C). Br J Dev Psychol 2005;23(4):569– 86. doi: 10.1348/ 026151005X35417.

17. Harter S, Buddin BJ. Children’s understanding of the simultaneity of two emotions: a five-stage developmental acquisition sequence. Dev Psychol 1987;23(3):388– 99.

18. Markham R, Wang tecognition of emotion by Chinese and Australian children. J Cross Cult Psychol 1996;27(5):616– 43.

19. Gyurak A, Gross JJ, Etkin A. Explicit and implicit emotion regulation: a dual-process Framework. Cogn Emot 2011;25(3):400– 12. doi: 10.1080/ 02699931.2010.544160.

20. Stern DN. The interpersonal world of the infant. New York: Basic Books 1985.

21. Fonagy P, Gergely G, Jurist E, et al. Affect Regulation, Mentalization and the Development of the Self. New York: Other Press 2002.

22. Piaget J. Psychologie inteligence. Praha: Portál 1999.

23. Donaldson SK, Westerman MA. Development of children’s understanding of ambivalence and causal theories of emotions. Dev Psychol 1986;22(5):655– 62.

24. Lane RD, Schwartz G. Levels of emotional awareness:a cognitive-developmental theory and its application to psychopathology. Am J Psychiatry 1987;144(2):133– 43.

25. Sebrané spisy Sigmunda Freuda, sv. 10 z let 1913– 1917. Praha: Psychoanalytické nakladatelství 2002:117– 26.

26. Subic-Wrana C, Beutel ME, Garfield DA, et al. Levels of emotional awareness: a model for conceptualizing and measuring emotion-centered structural change. Int J Psychoanal 2011;92(2):289– 310.

27. Subic-Wrana C, Beutel ME, Knebel A, et al. Theory of mind and emotional awareness deficits in patients with somatoform disorders. Psychosom Med 2010;72(4):404– 11. doi: 10.1097/ PSY.0b013e3181d35e83.

28. Mancini G, Agnoli S, Trombini E, et al. Predictors of emotional awareness during childhood. Health 2013;5:375– 80.

29. Veirman E, Brouwers SA, Fontaine JR. The assessment of emotional awareness in children. Validation of the Levels of Emotional Awareness Scale for Children. Eur J Psychol Assess 2011;27:265– 73.

30. Levine D, Marziali E, Hood J. Emotion processing in borderline personality disorders. J Nerv Ment Dis 1997;185(4):240– 6.

31. Lane RD. Neural correlates of conscious emotional experience. In: Lane RD, Nadel L, Ahern G, eds. Cognitive Neuroscience of Emotion. 1st ed. New York: Oxford University Press 2000:345– 70.

32. Frewen PA, Lane RD, Neufeld RW, et al. Neural correlates of levels of emotional awareness during trauma script-imagery in posttraumatic stress disorder. Psychosom Med 2008;70(1):27– 31.

33. Subic-Wrana C, Beutel ME, Garfield DA, et al. Levels of emotional awareness: a model for conceptualizing and measuring emotion-centered structural change. Int J Psychoanal 2011;92(2):289– 10. doi: 10.1111/ j.1745-8315.2011.00392.x.

34. Lane RD, Sechrest L, Riedel R, et al. Impaired verbal and nonverbal recognition in alexithymia. Psychosom Med 1996;58(3):203– 10.

35. Subic-Wrana C, Beutel ME, Brähler E, et al. How is emotional awareness related to emotion regulation strategies and self-reportes negative affect in the general population? PLoS One 2014;9(3):1– 10. doi: 10.1371/ journal.pone.0091846.

36. Factor PI, Rosen PJ, Reyes RA. The relation of poor emotional awareness and externalizing behavior among children with ADHD. J Atten Disord 2016;20(2):168– 77. doi: 10.1177/ 1087054713494005.

37. Lahaye M, Luminet O, Broeck N, et al. Psychometric properties of the emotion awareness questionnaire for children in a French-speaking population. J Pers Assess 2010;92(4):317– 26. doi: 10.1080/ 00223891.2010.482003.

38. Penza-Clyve S, Zeman J. Initial validation of the emotion expression scale for children (EESC). J Clin Child Adolesc Psychol 2002;31(4):540– 7.

39. Rieffe C, De Rooij M. The longitudinal relationship between emotion awareness and internalising symptoms during late childhood. Eur Child Adolesc Psychiatry 2012;21(6):349– 56. doi: 10.1007/ s00787-012-0267-8.

40. Ciarrochi J, Heaven PC, Supavadeeprasit S. The link between emotion identification skills and socio-emotional functioning in early adolescence: a 1-year longitudinal study. J Adolesc 2008;31(5):565– 82.

41. Eisenberg N, Hofer C, Vaughan J. Self-regulation, effortful control and its socioemotional correlates. In: Gross JJ, ed. Handbook of Emotion Regulation. 2nd ed. New York: Guilford 2014:157– 72.

42. Thompson RA. Socialization of emotion regulation in the family. In: Gross, JJ, ed. Handbook of Emotion Regulation. 2nd ed. New York: Guilford 2014:173– 87.

43. Subic-Wrana C, Bruder S, Thomas W, et al. Emotional awareness deficits in inpatients of a psychosomatic ward: a comparison of two different measures of alexithymia. Psychosom Med 2005;67(3):483– 9.

44. McRae K, Reiman EM, Fort CL, et al. Association between trait emotional awareness and dorsal anterior cingulate activity during emotion is arousal dependent. Neuroimage 2008;41(2):648– 55. doi: 10.1016/ j.neuroimage.2008.02.030.

45. Lane RD, Reiman EM, Axelrod B, et al. Neural correlates of levels of emotional awareness: evidence of an interaction between emotion and attention in the anterior cingulate cortex. J Cogn Neurosci 1998;10(4):525– 35.

46. Tavares P, Barnard PJ, Lawrence AD. Emotional Complexity and the Neural Representation of Emotion in Motion. Soc Cogn Affect Neurosci 2011;6(1):98– 108. doi: 10.1093/ scan/ nsq021.

47. Frewen PA, Lane RD, Neufeld RW, et al. Neural correlates of levels of emotional awareness during trauma script-imagery in posttraumatic stress disorder. Psychosom Med 2008;70(1):27– 31.

48. Lane RD, Pollerman B. Complexity of emotion representation. In: Barrett LF, Salovey P, eds. The wisdom of feeling. New York: Guilford 2002:271– 93.

49. Bajgar J, Lane RD. The levels of emotional awareness scale for children (LEAS-C), A supplement to the Levels of Emotional Awareness (LEAS) scoring manual [assessed 7 Jul 2016]. Dostupné z URL: https:/ / webcache.googleusercontent.com/ search?q=cache:7QQJ9bqC5n0J:https:/ / smah.uow.edu.au/ UOW025451.html+&cd=3& hl=cs&ct=clnk&.

50. Veirman E, Fontaine JR, Van Ryckeghem DM. A componential emotion approach for the assessment of emotional awareness in youth. Psychol Assess 2016;28(11):1416– 26.

51. Gross JJ, John O. Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. J Pers Soc Psychol 2003;85(2):348– 62.

52. Casey RJ. Children’s emotional experience: relations among expression, self-report, and understanding. Dev Psych 1993;29(1):119– 29.

53. De Rosnay M, Harris PL. Individual differences in children’s understanding of emotion: The roles of attachment and language. Attach Hum Dev 2002;4(1):39– 54.

54. Gullone E, Taffe J. The Emotion Regulation Questionnaire for Children and Adolescents (ERQ– CA): a psychometric evaluation. Psychol Assess 2012;24(2):409– 17. doi: 10.1037/ a0025777.

55. Garnefski N, Kraaij V, Spinhoven P. Manual for the use of the Cognitive Emotion Regulation Questionnaire: a questionnaire measuring cognitive coping strategies. Netherlands: Leiderdorp 2002.

56. Thorová K. Vývojová psychologie. Praha: Portál 2015:271.