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Youth Self-Report
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About Youth Self-Report
Scale Name
Youth Self-Report
Author Details
Thomas M. Achenbach (2001)
Translation Availability
English
Background/Description
The Youth Self-Report (YSR), developed by Thomas M. Achenbach in 2001, is a self-report questionnaire designed to assess emotional and behavioral problems in adolescents aged 11-18. Part of the Achenbach System of Empirically Based Assessment (ASEBA), the YSR focuses on internalizing and externalizing problems, with the internalizing subscales (Withdrawn Behaviors, Anxiety/Depression, Somatic Problems, Social Problems, and Thought Problems) being particularly relevant for assessing emotional difficulties. Adolescents rate how true each item is for themselves currently or within the past 6 months. Cited in Achenbach (2001), the YSR aligns with developmental psychopathology frameworks, providing a standardized measure for clinical and research purposes.
The YSR contains 112 items rated on a 3-point Likert scale (0 = “Not true,” 1 = “Somewhat or sometimes true,” 2 = “Very true or often true”). Internalizing subscales include: Withdrawn Behaviors (e.g., “I am shy”), Anxiety/Depression (e.g., “I feel worthless”), Somatic Problems (e.g., “I feel dizzy”), Social Problems (e.g., “I don’t get along with others”), and Thought Problems (e.g., “I can’t get certain thoughts out of my mind”). Items related to suicide and suicidal ideation are often excluded for ethical or study-specific reasons. Scores are summed for each subscale, and a total Internalizing Problems score is calculated by summing relevant subscale scores (range varies by subscale and total score). Validated across diverse populations, the YSR is used to screen for emotional issues, guide clinical interventions, and study adolescent mental health.
Psychologists, clinicians, and developmental researchers use the YSR to identify internalizing problems, monitor treatment progress, and assess cross-cultural mental health trends. Its comprehensive scope, strong psychometrics, and multilingual availability are strengths, though moderate reliability for some subscales and the need for trained administration may limit its use in some settings.
Administration, Scoring and Interpretation
- Obtain a copy of the YSR from authorized sources, such as the ASEBA website (www.aseba.org) or Achenbach and Rescorla (2001), ensuring ethical use permissions and licensing.
- Explain the purpose to adolescents, noting that it assesses their feelings and behaviors to support mental health, emphasizing confidentiality and using age-appropriate, non-judgmental language.
- Provide instructions, asking respondents to rate how true each statement is for themselves now or within the past 6 months, using the 3-point scale. Exclude suicide-related items if required by study protocol or ethical guidelines.
- Approximate time for completion is 15-20 minutes, given the 112-item format.
- Administer in clinical, school, or research settings, using paper or digital formats (ASEBA software available), ensuring a private environment. Oral administration may be used for adolescents with reading difficulties, with trained oversight.
Reliability and Validity
The YSR has robust psychometric properties, as reported in Achenbach et al. (1995) and Achenbach (2001). Internal consistency in a specific study (as provided) includes: Withdrawn Behaviors (Cronbach’s α = 0.63), Anxiety/Depression (α = 0.82), Somatic Problems (α = 0.74), Social Problems (α = 0.69), Thought Problems (α = 0.78), and total Internalizing Problems (α = 0.93). Typical reliabilities across studies are higher (α ≈ 0.70-0.90 for subscales, α ≈ 0.90-0.95 for total scores). Test-retest reliability is moderate to high (r ≈ 0.70-0.85 over 1-2 weeks).
Convergent validity is supported by correlations with other internalizing measures, such as the Child Behavior Checklist (r ≈ 0.50-0.70) and clinical diagnoses (r ≈ 0.40-0.60). Discriminant validity is evidenced by weaker correlations with unrelated constructs, like academic achievement (r < 0.30). Criterion validity is demonstrated by predicting clinical outcomes and treatment needs in longitudinal studies. Construct validity is supported by factor analyses confirming the internalizing-externalizing structure, with cross-ethnic and gender measurement equivalence (Achenbach et al., 1995). Moderate reliability for some subscales (e.g., Withdrawn Behaviors) suggests cautious interpretation, ideally paired with multi-informant measures like the Child Behavior Checklist.
Available Versions
Multiple-Items
Reference
Tm, A. (2001). Manual for ASEBA School-Age Forms & Profiles. University of Vermont, Research Center for Children, Youth & Families.
Important Link
Scale File:
Frequently Asked Questions
What does the Youth Self-Report measure?
It measures adolescents’ self-reported emotional and behavioral problems, focusing on internalizing issues like anxiety and depression.
Who can use the scale?
Psychologists, clinicians, and developmental researchers studying adolescents aged 11-18.
How long does the scale take to complete?
It takes about 15-20 minutes.
Is the scale specific to certain groups?
It targets adolescents aged 11-18, with cross-cultural applicability.
Can the scale inform interventions?
Yes, its strong psychometrics support clinical screening and intervention planning.
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