Child & adolescent questionnaires
The child and adolescent questionnaires listed below are free to access and to use with clients/patients for either research or clinical purposes. Researchers and clinicians have permission to:
- utilise the paper copies accessible on this website in the original downloaded format, or
- create an electronic version of the questionnaire for data collection, as long as the electronic version is appropriately identified, references are included and appropriate copyright acknowledgements are made, including a web link to: mq.edu.au/ceh
Please note, these questionnaires and scoring cards cannot be on-sold. They may not be included in a written or online battery as a fee paying service to other clinicians or researchers.
Requests to translate questionnaires
We are happy to provide permission to translate any of our questionnaires with the following conditions:
- The translation will be used for non-commercial purposes only and will not be distributed other than via a link to the CEH website or on the translators organisation website.
- The translation process must include a back translation into English. The CEH will review and provide feedback on the back translation to ensure accuracy in the translation of concepts. Where changes are recommended a corrected back translation will need to be provided and reviewed before the translation can be finalised.
- The final translation should be provided to the CEH who will format the questionnaire into the Macquarie University template. The template for translation includes the names of the translators and the logo of their organisation or university.
Please contact firstname.lastname@example.org to advise your intention to translate any of our questionnaires.
Child and Adolescent Survey of Experiences (CASE-CP)
|The CASE provides a measure of stressful life experiences of relevance to children and adolescents. There are versions to be completed by the young person themselves as well as a carer. Items for the CASE were designed to parallel a standard clinical interview measure of life events, the PACE [Sandberg, S., et al. (1993). Assessment of psychosocial experiences in childhood: Methodological issues and some illustrative findings. Journal of Child Psychology and Psychiatry, 34(6), 879 -897.]|
Children's Anxiety Life Interference Scale (CALIS)
|The CALIS is designed to assess life interference attributed to fears and worries from child and parent perspectives. The measure targets interference on the child's life and also on the parent's/family's life. The CALIS is designed for children and youth aged approximately 6 to 17 years of age.|
Children's Automatic Thoughts Scale (CATS)
|The CATS is a developmentally sensitive, general measure of negative self-statements across both internalizing and externalizing problems. Four separate subscales of cognitive content are assessed including physical threat, social threat, personal failure, and hostility. The CATS is designed for children and adolescents aged between 8 and 17 years of age.|
Preschool Anxiety Scale Revised (PASR)
|The PASR is a revision of an earlier measure (Preschool Anxiety Scale, Spence et al., 2001). It is designed to assess symptoms of anxiety and fears in young children (aged 6 and below) as reported by their parents. The measure provides 4 subscales tapping generalised anxiety, social anxiety, separation anxiety, and specific fears.|
School Anxiety Scale - Teacher Report (SAS-TR)
|The SAS-TR assesses generalised and social anxiety symptoms experienced by a child from their teacher's perspective. The SAS-TR is designed for children aged 5 to 12 years of age.|
The Personal Experiences Checklist (PECK)
The Personal Experiences Checklist provides a self-report assessment of a young person’s personal experience of being bullied. The measure is suitable for both girls and boys aged 8 to 16 years and it covers the full range of bullying behaviours, including covert relational forms of bullying and
The Youth RADAR
The Youth RADAR is an emotional health screening tool designed for use with high school populations. It is based on a combination of risk and protective factors associated with the development of mental health difficulties. It consists of six subscales, each with five items, School Connectedness, Family Relations, Academic Success, Peer Acceptance, Sporting Interest, Acceptance of Appearance.