Psychometric Properties of the Generalized Anxiety Disorder 7-item Scale in Adolescents: An Effective Screening Tool for School and Community Settings.

OBJECTIVE: Anxiety disorders are prevalent among children and adolescents. Identifying anxiety symptoms in primary care, school, and community settings has implications for service planning, resource allocation, and prevention and treatment programming. The Generalized Anxiety Disorder 7-item (GAD-7) scale is a commonly used instrument for evaluating anxiety symptoms. Still, it has yet to be validated in vulnerable groups, such as Spanish-speaking adolescents who are at risk due to socioeconomic disadvantages. METHODS: This study aimed to examine the psychometric properties of the Spanish version of the GAD-7 for adolescents in a sample of middle and high school students in Puerto Rico. Secondary data from 566 students in fifth to twelfth grade in Puerto Rico were collected as part of a school-based services program. RESULTS: A confirmatory factor analysis evidenced the 1-factor structure of the GAD-7, while a test of invariance supported the equality of the factor loadings across gender and school level. The scores of the GAD-7 showed positive and significant correlations with the 8-item Patient Health Questionnaire depression scale-providing evidence of convergent validity-and the reliability estimates of the GAD-7 were adequate. CONCLUSION: Thus, the GAD-7 has optimal psychometric properties in terms of construct and convergent validity and internal consistency. It is a useful instrument for assessing anxiety in Spanish speaking youth in Puerto Rico.

Vulnerabilities and academic outcomes among students in Puerto Rico.

Violence and health inequalities impact the academic outcomes of students, especially among minority groups. This study examines the differences in grade retention and dropout intentions with respect to exposure to violence and to mental health (anxiety, depression, and trauma) among youth living in Puerto Rico. Data from 566 students of fifth to twelfth grade in Puerto Rico were collected as part of a school-based service program. A two-way ANOVA showed no significant differences in exposure to violence and mental health among students with and without a history of grade retention. However, students who reported dropout intentions showed higher exposure to violence and mental health issues. These results highlight the value of assessing mental health and contextual indicators in designing interventions to prevent adverse academic outcomes in vulnerable populations.