Construct validity of the Dissociative Experiences Scale (DES): I. The relationship between the DES and other self-report measures of DES

p. 185-188The present study attempted to expand the construct validity of the Dissociative Experiences Scale (DES) by comparing it to: (a) other self-report measures of dissociation (e.g., the Tellegen Absorption Scale [TAS] and the Perceptual Alteration Scale [PAS]); (b) the construct of "ambiguity intolerance" (assessed by the Yellen Ambiguity Intolerance Scale [YAIS]); and (c) the Jenkins Activity Schedule (JAS: which measures the degree of Type A behavior). Three hundred and eleven undergraduates participated in an experiment on "Hypnotizability and Personality, " and filled out the DES TAS, PAS, YAIS, and JAS. The DES total score (and three DES factor scores) correlated with the TAS and PAS in the range of .24 - .52 (all correlations were significant at the .001 level, two-tailed). Furthermore, the DES total score (and the three DES factor scores) correlated significantly with the YAIS overall score (r's ranged from .22 - .24, all p's < .001), but did not correlate significantly with the JAS (r's ranged from -.03 - .04, ns). The findings suggest that DES scores (i.e., total scores and each of the three DES factor scores) show good levels of convergent validity as they correlate significantly with other self-report measures of dissociation. However, the intercorrelations were not high enough to consider the different dissociation measures as interchangeable. Furthermore, subjects reporting high levels of dissociative experiences also reported higher levels of ambiguity intolerance. However, no significant association was observed between DES scores and the Type A behavior pattern

Early childhood pedagogies: spaces for young children to flourish

This paper introduces the Special Issue of Early Child Development and Care focused on Early Childhood Pedagogy. It opens by considering past and present discourses concerning early childhood pedagogy, and focus is given to established philosophical underpinnings in the field and their translation to contemporary guidance, alongside research and policy. It is argued that early childhood pedagogy is a contested, complex and diverse space, yet these factors are entirely appropriate for supporting young children to flourish as valued individuals in different contexts. Building on this argument, it is posited that it may be more appropriate to discuss early childhood pedagogies rather than early childhood pedagogy. The paper goes on to critique a range of established early childhood pedagogies, before introducing 18 papers from across the world that make exciting new contributions to the discourse. It is intended that this collection will inspire new debates and fresh endeavours concerning early childhood pedagogies

Applying an extended theoretical framework for data collection mode to health services research

<p>Abstract</p> <p>Background</p> <p>Over the last 30 years options for collecting self-reported data in health surveys and questionnaires have increased with technological advances. However, mode of data collection such as face-to-face interview or telephone interview can affect how individuals respond to questionnaires. This paper adapts a framework for understanding mode effects on response quality and applies it to a health research context.</p> <p>Discussion</p> <p>Data collection modes are distinguished by key features (whether the survey is self- or interviewer-administered, whether or not it is conducted by telephone, whether or not it is computerised, whether it is presented visually or aurally). Psychological appraisal of the survey request will initially entail factors such as the cognitive burden upon the respondent as well as more general considerations about participation. Subsequent psychological response processes will further determine how features of the data collection mode impact upon the quality of response provided. Additional antecedent factors which may further interact with the response generation process are also discussed. These include features of the construct being measured such as sensitivity, and of the respondent themselves (e.g. their socio-demographic characteristics). How features of this framework relate to health research is illustrated by example.</p> <p>Summary</p> <p>Mode features can affect response quality. Much existing evidence has a broad social sciences research base but is of importance to health research. Approaches to managing mode feature effects are discussed. Greater consideration must be given to how features of different data collection approaches affect response from participants in studies. Study reports should better clarify such features rather than rely upon global descriptions of data collection mode.</p

The dissociative experiences scale: further replication and validation

p. 151-153The purpose of the present study was to provide further evidence in support of the validity of the Dissociative Experiences Scale (DES) as a reliable measure of dissociative psychopathology. The DES was administered to 259 college students, 33 patients with multiple personality disorder (MPD), and 29 patients with a dissociative disorder not otherwise specified (DDNOS). The inter-rater reliability for the DES scoring procedure was excellent (coefficient of absolute agreement=.96; coefficient of relative agreement =.99). The test retest reliability of DES scores (within approximately one month) was also excellent (coefficient of absolute agreement =.93; coefficient of relative agreement=.96) and suggests that DES total scores are temporally stable and similar in absolute value across testings. Finally, the internal consistency of DES scores was also very high (alpha for students=.93; alpha for MPD patients =.94; alpha for DDNOS patients=.94; alpha for the combined total sample=.95). Both MPD (mean DES score =55.0) and DDNOS patients (mean DES score =40.8) earned significantly higher DES scores than students (mean DES score=23.8). In addition, MPD patients earned significantly higher DES scores than DDNOS patients. The results of the present study also suggest that a DES cutoff score of 45 to 55 maximizes the probability of correctly classifying students from dissociative disorder patients (87%) while minimizing the rates of false positive (2 to 6 %) and false negative errors (7 to 11%). Suggestions for further validation research are also made