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International Journal of Social Psychiatry, Vol. 52, No. 6,
552-560 (2006)
DOI: 10.1177/0020764006074184
Interpersonal Support Evaluation List (ISEL) - College Version: Validation and Application in a Greek Sample
Evangelia Delistamati
Association for Social Psychiatry and Mental Health, Alexandroupolis, Greece
Maria A. Samakouri
Department of Psychiatry, Medical School, Democritus University of Thrace, Alexandroupolis, Greece
Elizabeth Anne Davis
Department of Anthropology, University of California-Berkeley, USA
Theofanis Vorvolakos
Department of Psychiatry, Medical School, Democritus University of Thrace, Alexandroupolis, Greece
Kiriakos Xenitidis
South London and Maudsley NHS Trust & Institute of Psychiatry, London, UK, kiriakos.xenitidis{at}slam.nhs
Miltos Livaditis
Department of Psychiatry, Medical School, Democritus University of Thrace, Alexandroupolis, Greece
Objectives: a) To validate the Interpersonal Support Evaluation List (ISEL) - college version in a Greek population sample and b) To test the hypothesis that students scoring high on the ISEL present stronger resistance to stressful experiences and fewer psychological or physical problems.
Design: Rating scale assessment and analytical cross-sectional study.
Method: The ISEL was translated into Greek and then back-translated into English. A random sample of 145 students of the Faculty of Medicine completed: a) the translated version of the ISEL, b) the Symptom Check List 90-R (SCL-90-R), c) the Scale of Stressful Life Events (SSLE) and d) a questionnaire about physical health problems. Comparisons were conducted between the scores on the ISEL and the scores on the other measures. Correlations were also calculated between the scores on the Global Severity Index (GSI) of the SCL-90-R and SSLE, separately for students with high, fair and low social support, in order to assess the protective role of social support. The test-retest reliability and the internal consistency of the ISEL were also investigated.
Results: The students with a lower score in social support reported more psychological and somatic symptoms. The students with a higher score in social support were protected against the harmful effect of stressful events. The ISEL presents good internal consistency (Cronbach’s alpha: 0.452-0.752) and test-retest reliability (intraclass correlation coefficients (ICC): 0.631-0.847).
Conclusions: The ISEL is a valid and reliable instrument for measuring social support among Greek students. A higher score on the ISEL is correlated with a significant stress-buffering effect.
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