The Compassionate Engagement and Action Scales (CEAS)
Escala de Engagment e Ações Compassivas para adolescentes (EEAC-A)Original Version
Gilbert, P., Catarino, F., Duarte, C., Matos, M., Kolts, R., Stubbs, J., Ceresatto, L., Duarte, J., Pinto-Gouveia, J., & Basran, J. (2017)Portuguese Version
Cunha, M., Matos, M., Gilbert, P., Pinto-Gouveia, J., & Duarte, C. (2016)General Description
The Compassionate Engagement and Actions Scale for adolescents (CEAS-A) aims to assess compassion on three directions: self-compassion (SCS), compassion to others (CTOS) or compassion received from others (CFOS). Each of these scales encompasses two sections: 1) Compassionate Engagement, consisting of 8 items that assess motivation and the ability to deal with suffering with a warm and accepting attitude 2) the Compassionate Actions section, consisting of 5 items focused on helpful and tolerant ways to deal with negative emotions and thoughts in difficult situations. Items are answered on a 10-point response scale where 1 corresponds to Never and 10 to Always. The total of each section results from the sum of its component items, excluding reverse coded items (items 3 and 7 from the Engagement section and item 3 from the Actions section). The higher the score, the greater the compassion directed to oneself, to others and the ability of receiving compassion from others.
Cunha, M., Rodrigues, C., Matos, M., Galhardo, A., & Couto, M. (2017). Compassionate Attributes and Action Scale for Adolescents: adaptation and validation (EV0094). European Psychiatry, 41, S434, S1-S910. doi:10.1016/j.eurpsy.2017.01.423
Gilbert, P., Catarino, F., Duarte, C., Matos, M., Kolts, R., Stubbs, J., . . . Basran, J. (2017). The development of compassionate engagement and action scales for self and others. Journal of Compassionate Health Care, 4, 4. doi:10.1186/s40639-017-0033-3
Cunha, M., Galhardo, A., Gilbert, P., Rodrigues, C., & Matos, M. (2021). The flows of compassion in adolescents as measured by the Compassionate Engagement and Action Scales. Current Psychology, 1-15. https://doi.org/10.1007/s12144-021-02097-5