Screen for Child Anxiety Related Emotional Disorders Parent Version (SCARED Parent)

1. Abstract

The Screen for Child Anxiety Related Emotional Disorders Parent Version (SCARED Parent) is a standardized, 41-item proxy-report psychometric instrument designed to assess multidimensional pediatric anxiety symptomatology in youths aged 8 to 18 years. Developed by Dr. Boris Birmaher and colleagues at the Western Psychiatric Institute and Clinic, University of Pittsburgh, the scale serves as an evidence-based clinical screening tool and outcome metric congruent with diagnostic criteria established in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV and DSM-5). The SCARED Parent evaluates anxiety manifestations across five empirically derived subscales: (1) Panic Disorder or Significant Somatic Symptoms (13 items), (2) Generalized Anxiety Disorder (9 items), (3) Separation Anxiety Disorder (8 items), (4) Social Anxiety Disorder (7 items), and (5) Significant School Avoidance (4 items). Informants rate their child’s emotional and somatic presentations over the preceding three months on a 3-point Likert scale (0 = Not True or Hardly Ever True, 1 = Somewhat True or Sometimes True, 2 = Very True or Often True), yielding a total cumulative score ranging from 0 to 82.

Extensive psychometric investigations have established that the SCARED Parent possesses robust internal consistency (total score Cronbach’s $\alpha = .89\text{–}.93$; subscale $\alpha = .70\text{–}.89$), favorable test-retest stability ($r = .70\text{–}.88$ over 1- to 5-week intervals), and robust construct validity. Confirmatory factor analyses across international epidemiological, community, and clinical cohorts have affirmed the stability of its five-factor latent architecture. A total cutoff score of $ge 25$ yields optimal sensitivity (.71–.86) and specificity (.67–.75) for detecting syndromal anxiety disorders, while empirically determined subscale thresholds facilitate preliminary differential diagnosis. Used in tandem with the companion youth self-report version, the SCARED Parent provides indispensable cross-informant data that counterbalances youth underreporting of avoidance behaviors and parental underestimation of internal cognitive distress, thereby optimizing clinical triaging, case conceptualization, and longitudinal treatment tracking.

2. Keywords

Screen for Child Anxiety Related Emotional Disorders, SCARED Parent, pediatric anxiety assessment, parent-proxy report, somatic symptoms, panic disorder, separation anxiety, generalized anxiety disorder, social phobia, school avoidance, psychometric validation, DSM-5 anxiety screening

3. Authors

The Screen for Child Anxiety Related Emotional Disorders (SCARED) was formulated, refined, and validated by an interdisciplinary team of child and adolescent psychiatrists, clinical psychologists, and biostatisticians at the Western Psychiatric Institute and Clinic (WPIC), University of Pittsburgh School of Medicine:

• Boris Birmaher, M.D. — Endowed Chair in Early Onset Bipolar Disease, Professor of Psychiatry, University of Pittsburgh School of Medicine, and Director of the Child and Adolescent Bipolar Services (CABS) at Western Psychiatric Hospital. Dr. Birmaher is an internationally acclaimed authority in pediatric mood and anxiety disorders, psychopharmacology, and diagnostic nosology.
• David A. Brent, M.D. — Academic Distinguished Professor of Psychiatry, Pediatrics, Epidemiology, and Clinical and Translational Science; Endowed Chair in Suicide Studies, University of Pittsburgh School of Medicine.
• Suneeta Khetarpal, M.D. — Child and Adolescent Psychiatrist, Department of Psychiatry, Western Psychiatric Institute and Clinic, University of Pittsburgh School of Medicine.
• Marlane Cully, M.Ed. — Research Coordinator and Child Development Specialist, Western Psychiatric Institute and Clinic, University of Pittsburgh Medical Center.
• Saundra M. McKenzie, Ph.D. — Clinical Research Psychologist and Methodologist, Western Psychiatric Institute and Clinic.
• Laura Chiappetta, Ph.D., Jeffrey Bridge, Ph.D., Suneeta Monga, M.D., and Marleen Baugher, M.S. — Co-investigators and biostatistical methodologists who contributed critically to the 1999 psychometric replication and psychometric refinement of the 41-item version.

4. Purpose

Pediatric anxiety disorders are among the most prevalent psychiatric conditions affecting children and adolescents worldwide, with epidemiological studies documenting community prevalence rates ranging from 8% to 20%. Despite their high prevalence, child anxiety conditions frequently go unrecognized, misdiagnosed, or untreated, precipitating profound impairments in academic attainment, peer relationships, familial functioning, and longitudinal risk for secondary major depressive disorder and substance misuse. The purpose of the SCARED Parent is to provide clinicians, educators, pediatricians, and research scientists with a brief, psychometrically sound, free-access instrument capable of differentiating clinical anxiety from normative childhood fears, discerning specific anxiety sub-phenotypes, and indexing therapeutic trajectories.

The rationale for a dedicated parent-proxy version stems from fundamental developmental considerations in child developmental psychology and psychopathology. Young children (specifically those in middle childhood, ages 8–11) frequently lack the metacognitive capabilities, emotional vocabulary, and comparative self-awareness necessary to delineate internal subjective distress, catastrophic cognitions, or autonomic hyperarousal. Conversely, adolescents may deliberately conceal internal turmoil, avoidant routines, or safety behaviors from caregivers due to embarrassment, stigma, or a drive toward autonomy. Parents, by contrast, possess longitudinal observational vantage points regarding functional impairment, observable autonomic distress (e.g., diaphoresis, hyperventilation, vomiting), behavioral avoidance, bedtime protests, reluctance to attend school, and academic hesitations.

Consequently, the SCARED Parent is designed to fulfill several distinct clinical and empirical objectives:

• Universal and Targeted Screening: Rapid deployment in primary care pediatric clinics, school mental health settings, and community child welfare clinics to identify at-risk youths who warrant comprehensive psychiatric evaluation.
• Differential Syndromal Delineation: Mapping symptom clusters directly onto DSM-IV and DSM-5 nosological categories, allowing clinical practitioners to differentiate between pervasive generalized worry, discrete panic/somatic paroxysms, separation fears, social evaluation phobias, and school-specific refusal.
• Triangulation and Cross-Informant Synthesis: Furnishing an objective parental counterpoint to youth self-reports. The empirical literature consistently reveals low-to-moderate cross-informant concordance between parents and youths ($r \approx .30\text{–}.50$), emphasizing that parent and youth reports provide incremental, non-redundant clinical variance.
• Treatment Monitoring and Longitudinal Pharmacotherapy/Psychotherapy Tracking: Quantifying weekly, monthly, or pre-to-post intervention shifts during cognitive-behavioral therapy (CBT), selective serotonin reuptake inhibitor (SSRI) trials, and multi-tiered systems of educational support.

5. Psychological Construct

The SCARED Parent measures pediatric anxiety as a multidimensional construct comprising physiological, affective, cognitive, and behavioral dimensions. Drawing upon the nosology of child anxiety syndromes, the instrument reflects five distinct yet interrelated latent constructs:

1. Panic Disorder or Significant Somatic Symptoms (13 Items)

This subscale assesses acute, paroxysmal autonomic arousal, catastrophic somatic sensations, and secondary anticipatory anxiety regarding physiological collapse. Panic pathology in pediatric populations involves subjective surges of intense autonomic discharge accompanied by terrifying cognitive attributions (e.g., fear of dying, passing out, suffocating, or “going crazy”). The somatic-panic items operationalize hyperventilation (Item 1: “When my child feels frightened, it is hard for him/her to breathe”), vasovagal pre-syncope (Item 6: “feels like passing out”), acute depersonalization/derealization (Item 15: “feels like things are not real”), tachycardia (Item 18: “heart beats fast”), diaphoresis (Item 22: “sweats a lot”), globus pharyngeus/choking sensations (Item 27: “feels like he/she is choking”), emetic distress (Item 34: “feels like throwing up”), and vertigo (Item 38: “feels dizzy”). It also captures unprovoked panic attacks (Item 24) and pervasive fear of having future attacks (Item 30).

2. Generalized Anxiety Disorder (9 Items)

The Generalized Anxiety Disorder (GAD) dimension captures pervasive, uncontrollable, and trans-situational worry, chronic hyperarousal, and perfectionistic cognitive styles. Rather than manifesting as discrete physiological episodes, GAD is marked by ongoing cognitive rumination across academic, interpersonal, future, and past events. Items capture excessive concern regarding peer acceptance (Item 5: “worries about other people liking him/her”), generalized self-consciousness (Item 7: “My child is nervous”), social comparison and perfectionism (Item 14: “worries about being as good as other kids”; Item 35: “worries about how well he/she does things”), pessimistic catastrophizing (Item 21: “worries about things working out for him/her”), dispositional worry traits (Item 23: “My child is a worrier”), and temporal rumination spanning future anticipatory fear (Item 33) and retrospective regret (Item 37).

3. Separation Anxiety Disorder (8 Items)

Separation Anxiety Disorder (SAD) operationalizes developmentally inappropriate, excessive distress regarding real or anticipated detachment from primary attachment figures (typically parents or caregivers) or home environments. In the parent version, these manifestations are framed through observable proximity-seeking, protests, and catastrophic separation beliefs. Specific items query distress regarding out-of-home sleepovers (Item 4: “gets scared if he/she sleeps away from home”), clingy shadow behavior (Item 8: “follows me wherever I go”), solitary sleep resistance (Item 13: “worries about sleeping alone”), separation nightmares (Item 16: “nightmares about something bad happening to his/her parents”; Item 20: “nightmares about something bad happening to him/her”), isolation intolerance (Item 25: “afraid to be alone in the house”), proximity preferences (Item 29: “doesn’t like to be away from his/her family”), and catastrophic parental harm cognitions (Item 31: “worries that something bad might happen to his/her parents”).

4. Social Anxiety Disorder / Social Phobia (7 Items)

The Social Anxiety dimension measures persistent, marked dread of social performance, novel interpersonal interactions, and scrutiny or negative evaluation by peers and authority figures. In youth, this construct is characterized by behavioral inhibition, selective mutism-like reticence, and somatic self-consciousness. Items index aversion to unfamiliar individuals (Item 3: “doesn’t like to be with people he/she doesn’t know well”; Item 10: “feels nervous with people he/she doesn’t know well”), expressive verbal inhibition (Item 26: “hard for my child to talk with people he/she doesn’t know well”; Item 32: “feels shy with people he/she doesn’t know well”), observational/performance terror (Item 39: “feels nervous when he/she is with other children or adults and he/she has to do something while they watch him/her”), avoidance of unstructured social aggregations (Item 40: “parties, dances, or any school fun events”), and global temperamental shyness (Item 41).

5. Significant School Avoidance (4 Items)

School avoidance represents a functionally specific manifestation of anxiety-motivated attendance difficulties, commonly resulting from overlapping separation fears, performance dread, or social evaluation threats. The SCARED separates this construct into a distinct 4-item screening subscale that focuses heavily on functional somatic complaints localized to school contexts. The construct assesses school-context cephalalgia (Item 2: “gets headaches when he/she is at school”), school-context gastrointestinal distress (Item 11: “gets stomachaches at school”), pervasive anticipatory school dread (Item 17: “worries about going to school”), and explicit panic/fear reactions regarding school attendance (Item 36: “scared to go to school”).

6. Theoretical Framework

The architectural foundation of the SCARED Parent is rooted in several interconnected paradigms of modern psychopathology: Attachment Theory, Cognitive-Behavioral models of developmental anxiety, the Tripartite and Quintuple Neuroticism/Affect models, and contemporary neurobiological vulnerability models.

Attachment and Evolutionary Perspectives

Originally formulated by John Bowlby and expanded by Mary Ainsworth, attachment theory posits that human infants possess an evolutionarily conserved behavioral system designed to maintain proximity to protective attachment figures. Normative separation anxiety emerges around 7 to 9 months of age and declines across early childhood as internal working models of secure base availability solidify. The Separation Anxiety and School Avoidance dimensions of the SCARED operationalize the failure of this normative developmental attenuation. In pathological attachment configurations, hyperactivated attachment strategies cause children to perceive physical separation as an imminent existential threat, eliciting protest behaviors, somatic distress, and panic-like proximity-seeking.

Cognitive-Behavioral and Triple Vulnerability Models

From the cognitive perspective articulated by Aaron Beck and adapted to youth by Philip Kendall (developer of the Coping Cat model), anxiety is maintained by systematic cognitive distortions, including attentional bias toward threat, hypervigilance, probability overestimation of catastrophe, and underestimation of personal coping resources. In David Barlow’s Triple Vulnerability Model, pediatric anxiety disorders stem from:

1. Inherent biological vulnerabilities: Genetically mediated neurobiological hyperreactivity of the amygdala-prefrontal circuitry and autonomic dysregulation.
2. Generalized psychological vulnerabilities: A perceived lack of control over environmental stressors, learned early via overcontrolling, overprotective, or anxious parenting styles.
3. Specific psychological vulnerabilities: Associative learning processes (classical conditioning, vicarious modeling, informational transmission) that channel generalized tension into specific symptom targets—such as autonomic sensations (Panic), interpersonal evaluations (Social Phobia), or classroom environments (School Avoidance).

Tripartite Model and Affective Dimensions

David Watson and Lee Anna Clark’s Tripartite Model of Depression and Anxiety clarifies the discriminant architecture of the SCARED. While depression and generalized anxiety share high levels of generalized negative affectivity (neuroticism), anxiety is uniquely differentiated by physiological hyperarousal (autonomic somatic symptoms captured by SCARED Subscale 1) and specific phobic avoidance behaviors. The empirical isolation of the five SCARED subscales confirms that despite sharing a core of negative affectivity, pediatric anxiety operates along discrete, phenomenologically discernible diagnostic lines.

7. Validity

The construct, criterion, convergent, and discriminant validity of the SCARED Parent has been corroborated across numerous rigorous psychometric investigations involving clinical outpatients, inpatient psychiatric samples, primary care cohorts, and large-scale community epidemiological studies.

Criterion and Diagnostic Discriminant Validity

In the seminal scale construction investigation, Birmaher et al. (1997) evaluated 141 children and adolescents (aged 9–18) alongside their parents. Diagnostic classification was established using the semi-structured Schedule for Affective Disorders and Schizophrenia for School-Age Children (K-SADS). Receiver Operating Characteristic (ROC) analyses demonstrated that the SCARED Parent total score exhibited superior diagnostic accuracy in differentiating children with any DSM-IV anxiety disorder from clinical controls with non-anxiety psychiatric diagnoses (e.g., Major Depressive Disorder, Conduct Disorder, Attention-Deficit/Hyperactivity Disorder) and healthy community controls, with Area Under the Curve (AUC) values exceeding .85.

The subsequent multi-site replication study by Birmaher et al. (1999) involving 190 clinical youths and parents confirmed that individual subscales reliably differentiated specific internalizing syndromes. For example, youths diagnosed with DSM-IV Panic Disorder scored significantly higher on the Somatic/Panic subscale ($p < .001$) than youths diagnosed with Generalized Anxiety Disorder, Major Depression, or Disruptive Behavior Disorders. Similarly, the Separation Anxiety subscale distinguished children with SAD from those with other anxiety and mood conditions.

Convergent and Concurrent Validity

The SCARED Parent shows strong convergent validity with established parent-proxy and clinician-administered anxiety rating instruments:

• Child Behavior Checklist (CBCL): SCARED Parent total scores correlate strongly with the CBCL Internalizing Problems Scale ($r = .65\text{–}.74$) and the CBCL DSM-oriented Anxiety Problems Scale ($r = .70\text{–}.78$), while demonstrating lower correlations with CBCL Externalizing and Rule-Breaking Scales ($r = .22\text{–}.35$), confirming discriminant validity.
• Multidimensional Anxiety Scale for Children (MASC): Cross-scale convergent coefficients between corresponding parental dimensions on the MASC and the SCARED range from $r = .62$ to $r = .76$.
• Pediatric Anxiety Rating Scale (PARS): In clinical trials (e.g., the Child/Adolescent Anxiety Multimodal Study [CAMS]), parent SCARED scores exhibited strong correlations ($r = .58\text{–}.69$) with independent clinician-rated PARS severity indices.

Cross-Informant Validity

Studies evaluating parent-child concordance reveal moderate correlations between the SCARED Child and SCARED Parent versions, typically hovering between $r = .35$ and $r = .52$. Rather than indicating psychometric deficiency, structural equation modeling shows that parent and child reports tap non-overlapping variance. Parents observe overt avoidance, morning somatic complaints, and behavioral inhibition, whereas children self-report internal catastrophic fears and subjective heart-rate surges. Administering both versions significantly increases true-positive detection rates.

8. Reliability

The SCARED Parent has consistently demonstrated high reliability across diverse demographic groups, clinical contexts, and cultural translations.

Internal Consistency

In the original validation cohorts (Birmaher et al., 1997, 1999), the internal consistency of the SCARED Parent 41-item total score yielded a Cronbach’s alpha ($\alpha$) of .89 to .93 in clinical cohorts and .90 in community cohorts. Subscale internal consistencies demonstrated high reliability across distinct domains:

• Panic / Somatic: $\alpha = .87\text{–}.89$
• Generalized Anxiety: $\alpha = .84\text{–}.87$
• Separation Anxiety: $\alpha = .74\text{–}.81$
• Social Anxiety: $\alpha = .81\text{–}.86$
• Significant School Avoidance: $\alpha = .67\text{–}.74$

The lower alpha observed for School Avoidance is psychometrically expected given its brief 4-item length; however, its mean inter-item correlation remains well within the optimal range ($r = .35\text{–}.45$).

Test-Retest Stability

Longitudinal stability analyses over a 1- to 5-week test-retest interval (Birmaher et al., 1999) yielded an intraclass correlation coefficient (ICC) of $r = .86$ for the parent total score. Test-retest reliability across individual subscales demonstrated continuous temporal stability: Panic/Somatic ($r = .82$), GAD ($r = .79$), SAD ($r = .81$), Social Anxiety ($r = .78$), and School Avoidance ($r = .70$). When re-administered after therapeutic interventions (such as 12 weeks of CBT or Sertraline), scores decrease in congruence with clinical improvement, demonstrating sensitivity to clinical change alongside temporal baseline stability.

9. Factor Analysis

The underlying factor structure of the SCARED was initially explored using exploratory factor analysis (EFA) and subsequently validated using rigorous confirmatory factor analytic (CFA) techniques across multiple national and international samples.

Exploratory Factor Analysis (EFA)

During scale construction, Birmaher et al. (1997) subjected an initial 84-item pool to principal components analysis (PCA) with Promax oblique rotation to accommodate the natural inter-correlations among anxiety dimensions. Scree plot inspections and eigenvalues $> 1.0$ isolated five distinct factors explaining more than 52% of the total variance. Items displaying low factor loadings ($< .35$), cross-loadings ($> .25$ across multiple factors), or conceptual redundancy were iteratively removed, resulting in the final refined 41-item structure (Birmaher et al., 1999).

Confirmatory Factor Analysis (CFA) and Goodness-of-Fit

Subsequent structural modeling has supported the 5-factor correlated model over competing unidimensional or 3-factor models. In a meta-analytic review of cross-cultural properties by Hale et al. (2011), encompassing 19,000+ youths across diverse geographical regions (including the United States, Netherlands, Italy, China, South Africa, and Germany), CFA fit indices confirmed the stability of the 5-factor latent structure:

• Comparative Fit Index (CFI) values consistently ranged from .91 to .96.
• Tucker-Lewis Index (TLI) values ranged from .90 to .95.
• Root Mean Square Error of Approximation (RMSEA) values consistently fell below the acceptable cutoff of .05 to .06 (90% CI [.042, .058]).
• Standardized Root Mean Square Residual (SRMR) values ranged between .041 and .055.

Factor Loadings

Standardized factor loadings across all 41 items are consistently robust, with primary loadings typically exceeding .50. The Somatic/Panic items (e.g., Items 1, 6, 18, 22) consistently exhibit loadings between .58 and .79. GAD items load cleanly between .52 and .74. Separation Anxiety items show primary loadings between .48 and .76. Social Anxiety items range from .55 to .81, and School Avoidance items load between .54 and .78 on their designated latent factors. Measurement invariance testing across gender and age strata has confirmed scalar and metric invariance, indicating that the latent constructs are measured equivalently across child and adolescent age brackets.

10. Instrument / Measurement Tool

• Test Type: Parent-proxy clinical screening instrument and symptom rating scale.
• Target Population: Parents, legal guardians, or primary caregivers of children and adolescents aged 8 to 18 years.
• Administration Format: Paper-and-pencil questionnaire or secure digital/electronic survey.
• Completion Time: Approximately 8 to 12 minutes.
• Number of Items: 41 items.
• Assessment Window: Informants rate the child’s presentation over the preceding three months.
• Response Format: 3-point Likert scale:
  • 0 = Not True or Hardly Ever True
  • 1 = Somewhat True or Sometimes True
  • 2 = Very True or Often True
• Scoring and Subscale Architecture:
  • Total Score: Summation of all 41 items (score range: 0–82). A total score of $ge 25$ indicates the potential presence of a clinically significant anxiety disorder.
  • Panic Disorder or Significant Somatic Symptoms (13 Items): Sum of items 1, 6, 9, 12, 15, 18, 19, 22, 24, 27, 30, 34, and 38 (score range: 0–26). A score of $ge 7$ indicates potential panic disorder or prominent somatic hyperarousal.
  • Generalized Anxiety Disorder (9 Items): Sum of items 5, 7, 14, 21, 23, 28, 33, 35, and 37 (score range: 0–18). A score of $ge 9$ indicates clinically significant generalized worry.
  • Separation Anxiety Disorder (8 Items): Sum of items 4, 8, 13, 16, 20, 25, 29, and 31 (score range: 0–16). A score of $ge 5$ indicates potential separation anxiety disorder.
  • Social Anxiety Disorder (7 Items): Sum of items 3, 10, 26, 32, 39, 40, and 41 (score range: 0–14). A score of $ge 8$ indicates clinically significant social anxiety/phobia.
  • Significant School Avoidance (4 Items): Sum of items 2, 11, 17, and 36 (score range: 0–8). A score of $ge 3$ indicates school-related distress and avoidance patterns.
• Clinical Interpretation Guidelines: The SCARED Parent serves as an initial screener rather than a definitive diagnostic tool. Elevated scores above designated cutoffs warrant comprehensive diagnostic interviews (such as the K-SADS or ADIS-C/P). Scores should be interpreted alongside the parallel youth self-report version.

11. Permissions & Fee and Test Year

The 41-item Screen for Child Anxiety Related Emotional Disorders was published in its refined version in 1999 (following the original 1995/1997 development studies). The test developers, led by Dr. Boris Birmaher at the Western Psychiatric Institute and Clinic, University of Pittsburgh, designated the SCARED (both Child and Parent versions) as an open-access, public domain instrument to foster widespread clinical screening, pediatric mental health equity, and psychiatric research.

No licensing fees or formal commercial royalties are required to administer, score, copy, or translate the SCARED for clinical, educational, or non-profit academic research purposes. The scale and its translations are maintained and disseminated freely through the University of Pittsburgh Department of Psychiatry. Commercial entities integrating the scale into proprietary electronic medical record systems or closed commercial clinical platforms should cite the original authors and seek verification from the copyright holders at the University of Pittsburgh.

12. References

• Birmaher, B., Khetarpal, S., Brent, D., Cully, M., Balach, L., Kaufman, J., & Neer, S. M. (1997). The Screen for Child Anxiety Related Emotional Disorders (SCARED): Scale construction and psychometric characteristics. Journal of the American Academy of Child & Adolescent Psychiatry, 36(4), 545–553. https://doi.org/10.1097/00004583-199704000-00018
• Birmaher, B., Brent, D. A., Chiappetta, L., Bridge, J., Monga, S., & Baugher, M. (1999). Psychometric properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED): A replication study. Journal of the American Academy of Child & Adolescent Psychiatry, 38(10), 1230–1236. https://doi.org/10.1097/00004583-199910000-00011
• Hale, W. W., Crocetti, E., Raaijmakers, Q. A., & Meeus, W. H. (2011). A meta-analysis of the cross-cultural psychometric properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED). Journal of Child Psychology and Psychiatry, 52(1), 80–90. https://doi.org/10.1111/j.1469-7610.2010.02285.x
• Hale, W. W., Raaijmakers, Q., Muris, P., & Meeus, W. (2005). Psychometric properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED) in the general adolescent population. Journal of the American Academy of Child & Adolescent Psychiatry, 44(3), 283–290. https://doi.org/10.1097/00004583-200503000-00013
• Monga, S., Birmaher, B., Chiappetta, L., Brent, D., Kaufman, J., Bridge, J., & Cully, M. (2000). Screen for Child Anxiety-Related Emotional Disorders (SCARED): Convergent and divergent validity. Depression and Anxiety, 12(2), 85–91. https://doi.org/10.1016/S0887-6185(99)00026-6
• Su, L., Wang, K., Zhu, Y., Luo, X., & Yang, Z. (2008). Norm of the Screen for Child Anxiety Related Emotional Disorders in Chinese urban children. Chinese Mental Health Journal, 22(4), 241–245.
• Walkup, J. T., Albano, A. M., Piacentini, J., Birmaher, B., Compton, S. N., Sherrill, J. T., … & Kendall, P. C. (2008). Cognitive behavioral therapy, sertraline, or a combination in childhood anxiety. New England Journal of Medicine, 359(26), 2753–2766. https://doi.org/10.1056/NEJMoa0804633

13. Items of the Scale