Validation of the Social Inclusion Scale with Students

Wilson, Ceri and Secker, Jenny (2015) Validation of the Social Inclusion Scale with Students. Social Inclusion, 3 (4). pp. 52-62. ISSN 2183-2803

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Abstract

Interventions (such as participatory arts projects) aimed at increasing social inclusion are increasingly in operation, as social inclusion is proving to play a key role in recovery from mental ill health and the promotion of mental wellbeing. These interventions require evaluation with a systematically developed and validated measure of social inclusion; how-ever, a “gold-standard” measure does not yet exist. The Social Inclusion Scale (SIS) has three subscales measuring social isolation, relations and acceptance. This scale has been partially validated with arts and mental health project users, demonstrating good internal consistency. However, test-retest reliability and construct validity require assessment, along with validation in the general population. The present study aimed to validate the SIS in a sample of university students. Test-retest reliability, internal consistency, and convergent validity (one aspect of construct validity) were as-sessed by comparing SIS scores with scores on other measures of social inclusion and related concepts. Participants completed the measures at two time-points seven-to-14 days apart. The SIS demonstrated high internal consistency and test-retest reliability, although convergent validity was less well-established and possible reasons for this are dis-cussed. This systematic validation of the SIS represents a further step towards the establishment of a “gold-standard” measure of social inclusion.

Item Type:	Journal Article
Keywords:	Internal consistency, Mental health, Psychometrics, Scale validation, Social inclusion, Social Inclusion Scale, test-retest reliability, validity
Faculty:	ARCHIVED Faculty of Health, Social Care & Education (until September 2018)
Depositing User:	Repository Admin
Date Deposited:	28 Jan 2015 09:58
Last Modified:	09 Sep 2021 19:01
URI:	https://arro.anglia.ac.uk/id/eprint/338978

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