Assessing Emotional Distress in Adolescents: Psychometrics of the Spanish Version of the Social Emotional Distress Scale‑Secondary

Abstract

Background The Social Emotional Distress Scale-Secondary (SEDS-S) is a short measure designed for comprehensive school-based mental health screening, particularly for using very brief self-reported measures of well-being and distress. Whereas prior studies have shown validity and reliability evidence for the English version, there is a lack of literature about its psychometric properties for Spanish-speaking youths. Objective To examine the psychometric properties of the SEDS-S in a large sample of Spanish adolescents, providing evidence of its reliability, structure, convergent and discriminant validity, longitudinal and gender measurement invariance, and normative data. Methods Participants were 5550 adolescents aged 12–18 years old. Test–retest reliability was examined using Cronbach’s alpha and McDonald’s omega coefcients, and evidence for convergent and discriminant validity was measured using Pearson’s correlation. Confrmatory factor analysis (CFA) was used to examine structure validity, while multigroup and longitudinal measurement invariance analysis was conducted for longitudinal and gender latent structure stability. Results The CFA supported a unidimensional latent structure, which was also observed to be invariant between gender groups and over time. The scale showed evidence of reliability, with coefcients above .85. In addition, the SEDS-S score was positively related to measures assessing distress and negatively related to measures assessing well-being, thereby providing convergent/discriminant validity of the total scores. Conclusion This study provides the frst evidence of the reliability and validity of the Spanish version of the SEDS-S for assessing emotional distress among adolescents, crosssectionally and longitudinally. Furthermore, fndings indicated that SEDS-S could be a suitable assessment tool for screening and program evaluation purposes at diferent contexts beyond the school setting.