Development of a Spanish Version of the Child-Adolescent Teasing Scale
The primary purpose of this pilot study is to develop an idiomatically appropriate Spanish language version of an instrument measuring teasing/bullying experiences among Mexican immigrant school children 11-14 years of age. This tool is used to measure children’s teasing/bullying dynamics and the relationship of teasing and bullying to the child’s self-concept and psychosocial symptoms. This pilot project is an adjunct to the NINR-funded grant entitled Development of the CATS: Child-Adolescent Teasing Scale. (1 RO1 NR04838-01A2) This multi-site project is currently investigating the phenomenon of teasing and bullying among Black, Hispanic and Anglo children that are native born, English-speaking children. An initial English version of the CATS will be developed in September, 2001 and will be piloted in multi-ethnic groups in three sites: Baltimore, Albuquerque N. M. and rural Mississippi.
Methodology: The English version of the CATS was translated into Spanish by a bilingual health professional who has experience working with the target population. A second bilingual health professional back-translated. A panel of bilingual health professionals, research nurses, psychologists, sociologists and consumers were asked to review the translation and to agree on a final version. This panel was asked to comment on the language (vocabulary and syntax) as well as on the prevalence, appropriateness and representativeness of the items for the monolingual Spanish speaking middle school children. Adjustments to the tool will be made to reflect the input of the panel.
Eight ESL middle school students of both genders (7 male and 1 female) and between the ages of 11 and 14 years were recruited from the Albuquerque Public School to participate in this study. The students were recently emigrated from Mexico (within the last 28 months). They were recruited through a letter written in Spanish that was composed by investigators in collaboration with school personnel. A demographic profile was completed for each participant. This profile included country of origin and length of time in this country. The Spanish version of the CATS was administered to each of the 8 children in a private setting at the student’s school. Following the administration of the CATS, the students participated in focus groups. The students were asked about their reactions to the tool. The focus group lasted approximately 30 minutes. The students were asked following four questions:
Findings: A number of words and phrases in the Spanish version of the CATS needed clarification for this group of adolescents, including the word for “teasing.” Several new items were suggested, including items asking about being teased about language, about country of origin, about refusing the offer of drugs, and about refusing to fight when pushed to do so. The findings also suggested that additional work on conceptual aspects of teasing as experienced and understood by recent Mexican immigrants may be of benefit..
Dissemination: Ms. Bradley presented at CHPR’s research conference, Promoting Health in Underserved Populations, and disseminated an abstract of her study and findings at the 2003 Nursing Leadership Conference in Austin, Texas.