The measures listed below are free to access and to use with clients/patients/students for either research, clinical or educational purposes. Researchers, clinicians and teachers 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: https://shineresearchlab.com
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 Shine lab website or on the translators organisation website.
The translation process must include a back translation into English. Shine 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 Shine who will format the questionnaire into the Shine 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 Psychosocial Assessment of Childhood Experiences (PACE; Sandberg et al., 1993).
The reference for the CASE-CP is below:
Allen, J. L., Rapee, R. M., & Sandberg, S. (2012). Assessment of maternally reported life events in children and adolescents: A comparison of interview and checklist methods. Journal of Psychopathology and Behavioral Assessment, 34, 204-215.
Additional articles demonstrating the reliability and validity of CASE-CP:
Allen, J. L., & Rapee, R. M. (2009). Are reported differences in life events for anxious children due to comorbid disorders? Journal of Anxiety Disorders, 23, 511-518.
Kercher, A. J., Rapee, R. M., & Schniering, C. A. (2009). Neuroticism, life events and negative thoughts in the development of depression in adolescent girls. Journal of Abnormal Child Psychology, 37(7), 903-915.
Broeren, S., Newall, C., Dodd, H. F., Locker, R., & Hudson, J. L. (2014). Longitudinal investigation of the role of temperament and stressful life events in childhood anxiety. Development and Psychopathology, 26(2), 437-449.
Tsai, H. W. J., Cebula, K., & Fletcher-Watson, S. (2016). Influences on the psychosocial adjustment of siblings of children with autism spectrum disorder in Taiwan and the United Kingdom. Research in Autism Spectrum Disorders, 32, 115-129.
Bendezú, J. J., & Wadsworth, M. E. (2017). If the coping fits, use it: Preadolescent recent stress exposure differentially predicts post‐TSST salivary cortisol recovery. Developmental Psychobiology, 59(7), 848-862.
Luking, K. R., Nelson, B. D., Infantolino, Z. P., Sauder, C. L., & Hajcak, G. (2018). Ventral striatal function interacts with positive and negative life events to predict concurrent youth depressive symptoms. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 3(11), 937-946.
Booth, C., Songco, A., Parsons, S., Heathcote, L. C., & Fox, E. (2019). The CogBIAS longitudinal study of adolescence: cohort profile and stability and change in measures across three waves. BMC Psychology, 7(1), 73.
Bendezú, J. J., Loughlin-Presnal, J. E., & Wadsworth, M. E. (2019). Attachment security moderates effects of uncontrollable stress on preadolescent hypothalamic–pituitary–adrenal axis responses: Evidence of regulatory fit. Clinical Psychological Science, 7(6), 1355-1371.
Loechner, J., Sfärlea, A., Starman, K., Oort, F., Thomsen, L. A., Schulte-Koerne, G., & Platt, B. (2020). Risk of depression in the offspring of parents with depression: The role of emotion regulation, cognitive style, parenting and life events. Child Psychiatry & Human Development, 51(2), 294-309.
Maciejewski, D., Brieant, A., Lee, J., King-Casas, B., & Kim-Spoon, J. (2020). Neural cognitive control moderates the relation between negative life events and depressive symptoms in adolescents. Journal of Clinical Child & Adolescent Psychology, 49(1), 118-133.
Klemfuss, J. Z., & Musser, E. D. (2020). Talking about emotions: Effects of emotion-focused interviewing on children’s physiological regulation of stress and discussion of the subjective elements of a stressful experience. Journal of Experimental Child Psychology, 198, 104920.
Booth, C., Songco, A., Parsons, S., & Fox, E. (2020). Cognitive mechanisms predicting resilient functioning in adolescence: Evidence from the CogBIAS longitudinal study. Development and Psychopathology, 1-9.
Sheftall, A. H., Bergdoll, E. E., James, M., Bauer, C., Spector, E., Vakil, F., ... & Bridge, J. A. (2020). Emotion regulation in elementary school‑aged children with a maternal history of suicidal behavior: A pilot study. Child Psychiatry and Human Development.
Lim, M.C., Parsons, S., Goglio, A. et al. (2021). Anxiety, stress, and binge eating tendencies in adolescence: A prospective approach. Journal of Eating Disorders, 9:94. https://doi.org/10.1186/s40337-021-00444-2
Teacher Response to Anxiety in Children (TRAC)
TRAC assesses teacher responses to child anxiety in hypothetical scenarios, where children display symptoms of the most common forms of anxiety in the primary school years: Social Anxiety, Separation Anxiety, and Generalised Anxiety/Worry. For each scenario, teachers are asked to rate the likelihood of responding in each of six possible ways, with each response representing theoretically different ways of responding to children’s anxious behaviours. Response types include: Anxiety-Promoting Responses (Overprotection, Sanctions, Avoidance Reinforcement) and Autonomy-Promoting Responses (Rewards, Encouragement, Problem-solving).
A copy of TRAC and scoring instructions is available for download here: TRAC Questionnaire and Scoring Instructions
The reference for TRAC is below:
Allen, J.L. & Lerman, R. (2018). Teacher responses to anxiety in children questionnaire (TRAC): Psychometric properties and relationship with teaching staff characteristics. Emotional and Behavioural Difficulties, 23(2), 154-168. doi: 10.1080/13632752.2017.1376974
Additional articles demonstrating the reliability and validity of TRAC:
Adams, D., MacDonald, L., & Keen, D. (2019). Teacher responses to anxiety-related behaviours in students on the autism spectrum. Research in Developmental Disabilities, 86, 11-19.
TRAC has been translated into German by Dhana Schwedhelm (University of Bremen) and can be downloaded here:
Preschool Teacher Interview on Teacher-Child interaction and Teacher-Caregiver Relationship
Xinyi Cao modified the interview used in Allen et al. (2016) and Allen et al. (2018) for the Chinese preschool context, and extended the interview include instructional methods and the quality of teacher-caregiver relationships. An English translation of the interview schedule can be found here: