College Adjustment Scale

(CAS)

INTRODUCTION

CAS is an inventory for use by professionals who provide counseling services to college
students. The CAS was developed to provide a rapid method of screening college
counseling clients for common developmental and psychological problems. It provides
scales, which measure psychological distress, relationship conflict, low self-esteem and
academic and career choice difficulties.

SCALES

Anxiety (AN): A measure of clinical anxiety, focusing on common affective, cognitive

and physiological symptoms

Depression (DP): A measure of clinical depression, focusing on common affective,

cognitive and physiological symptoms

Suicidal Ideation (SI): A measure of the extent of recent ideation reflecting suicide,
including thoughts of suicide, hopelessness and resignation

Substance Abuse (SA): A measure of the extent of disruption in interpersonal, social,

academic and vocational functioning as a result of substance use and abuse

Self-esteem Problems (SE): A measure of global self-esteem, which taps negative self-
evaluations and dissatisfaction with personal achievement

Interpersonal Problems (IP): A measure of the extent of problems in relating to others in

the campus environment

Family Problems (FP): A measure of difficulties experienced in relationships with

family members

Academic Problems (AP): A measure of the extent of problems related to academic

performance

Career Problems (CP): a measure of the extent of problems related to career choice

SCORING

Each column in the answer sheet corresponds to a scale on the CAS. Locate the column
at the extreme left of the answer sheet. Within this column, add the circled item scores.
Enter this raw score in the space labeled AP at the bottom of the column. Use an
analogous procedure to calculate and record the raw score for the remaining scales.
Prorating. In cases wherein the student has not responded to every item, a scale score
may be calculated by prorating. If only one or two items within a column are blank,
multiply the sum of the answered items by 12/11 or 12/10, respectively, and round to the
nearest whole number. Enter this prorated raw score in this location at the bottom of the
column, and place the score in parentheses to indicate that it was calculated by prorating.
If more than two items within a column are blank, a score for that scale should not be
derived.

CONVERTING STANDARD SCORES AND PLOTTING IN THE CAS PROFLIE

The CAS Profile area is located on the backside of the answer sheet. Transcribe the raw
scale scores from the front of the answer sheet to their respective locations at the bottom
of the profile area. Note that the order of the scales, from left to right, on the profile area
is not the same as the order of the scales on the answer sheet. Raw scale scored derived
through prorating should be placed in parentheses. For each CAS scale listed at the
bottom of the profile area, locate the raw score or range of raw scores within the column
that corresponds to the student’s raw score. Mark the place with an “x.” Move to the
extreme left or right to locate the corresponding percentile and T scores. After all scores
have been marked within the profile area, they may be connected with a line to provide a
profile of the CAS scores.

INTERPRETATION

Normative Comparisons

Percentile scores and normalized T scores are used to interpret a student’s performance
on the CAS. Percentile scores, which are derived from the frequency distribution of the
standardization sample, provide information about the student’s score relative to score of
the subjects in that sample. For example, a percentile score of 75 would indicate that the
student’s score is equal or greater than the scores of 75% of the subjects in the
standardization sample.

T scores, which are normalized transformations of the raw scale scores, have a mean of
50 and a standard deviation of 10. Similar to percentile scores, T scores also provide
information about the student’s score relative to the scores of subjects in the
standardization sample. For example, a T score of 63 would indicate that the student’s
score is 1.3 standard deviations above the standardization sample mean and equals or
exceeds the scores of 90% of the subjects comprising the standardization sample. T
scores at or above 70 (i.e., equal to or greater than the 98 th percentile) are considered
significant. Scores in the range of 60 through 69 are suggestive of difficulty and fall
within the borderline range.
Interpreting CAS Scores

Examination of scores on the individual scales of the CAS can reveal specific areas in
which the student may be experiencing difficulty. Although this section presents
interpretive hypotheses for each scale individually, the scales of the CAS are not
independent and relationships among them should be considered when interpreting
scores.

Anxiety (AN):
Scores on this scale reflect the extent to which the student is currently experiencing the
physical and psychological correlates of anxiety. Students with high scores on this scale
are likely to be experiencing muscle tension, increased vigilance and scanning of their
environment, and signs of autonomic hyperactivity such as rapid and shallow respiration.
Theses students may also have excessive concerns and worries about real or expected life
events, which may be experienced as intrusive and unwanted thoughts.

Depression (DP):
This scale measures the degree to which a student is experiencing the physical and
psychological correlates of depression. Students with high scores on this scale are likely
to be easily or chronically fatigued and to have lost interest or pleasure in normally
enjoyable activities. Such students are often affected by feelings of sadness and
hopelessness that they cannot seem to combat on their own. Social withdrawal or
isolation from their friends and peers may also be present.

Suicidal Ideation (SI):

Scores on this scale reflect the extent to which a student reports thinking about suicide or
engaging in behaviors associated with suicide attempts. Students with high scores on this
scale are likely to have bad thoughts of suicide and may view suicide as a viable solution
to their problems. They may also have formulated a suicide plan or may have attempted
suicide in the past. Scores in borderline or elevated ranges should always be interpreted
as requiring a follow-up evaluation.

Substance Abuse (SA):

Scores on this scale reflect the extent to which a student is experiencing difficulties in
interpersonal, social, academic, and vocational functioning as a result of substance abuse.
Students with high scores on this scale may be experiencing guilt or shame about their
substance use or embarrassment about behaviors they engaged in while abusing drugs or
alcohol. Discord in relationships with friends or loves ones resulting from the use of
alcohol or drugs may also be present. Excessive absence from classes or work, with
associated decline in performance, may be a problem for these students.

Self-esteem Problems (SE):

This scale is a measure of general, or global, self-esteem. Students with high scores on
this scale tend to be self-critical and dissatisfied with their perceived skills, abilities, or
achievement in comparison to their peers. They may see themselves as unassertive,
excessively sensitive to criticism from others, or physically or sexually unattractive.

Interperonal Problems (IP):

This scale measures the degree to which the student has difficulty in relating to others.
High scores on this scale may reflect excessive dependence in others and increased
vulnerability to the vicissitudes of these relationships, and/or a distrustful, argumentative
style of relating to others.

Family Problems (FP):

This scale measures the extent of family problems which are frequently experienced by
college students. Students with high scores in this scale may be experiencing difficulty
achieving emotional separation from their families and learning to live more
independently. High scores may also indicate worry or concern over problems occurring
in a conflicted or tumultuous family.

Academic Problems (AP):

Scores on this scale reflect the extent to which the student experiences difficulties in
academic performance. Students with high scores on this scale are likely to suffer from
poor study skills, inefficient use of time, and poor concentration ability. Test anxiety may
also be a prominent problem for these students.

Career Problems (CP):

This scale measures difficulties in setting career goals and in making decisions
instrumental to career goal attainment. High scores on this scale suggest that the student
is experiencing anxiety or worry in selecting an academic major or future career.
Difficulty in selection may be related to a lack of information about choices,
undifferentiated career interests, or an absence of clear career goals.

Scales High Scorer

Anxiety (AN)  Likely to be experiencing muscle tension,
increased vigilance and scanning of their
environment, and signs of autonomic
hyperactivity such as rapid and shallow
respiration.
 These students may also have excessive
concerns and worries about real or expected
life events, which may be experienced as
intrusive and unwanted thoughts.
Depression (DP)  Likely to be easily or chronically fatigued and
to have lost interest or pleasure in normally
enjoyable activities.
 Such students are often affected by feelings of
sadness and hopelessness that they cannot
seem to combat on their own. Social
withdrawal or isolation from their friends and
peers may also be present.
Suicidal Ideation (SI)  Likely to have had thought of suicide and may
view suicide as a viable solution to their
problems.
 They may also have formulated a suicide plan
or may have attempted suicide in the past.
Note: Scores in borderline or elevated ranges should
always be interpreted as requiring a follow-up
evaluation.
Substance Abuse (SA)  May be experiencing guilt or shame about
their substance use or embarrassment about
behaviors they engaged in while abusing
drugs or alcohol.
 Discord in relationships with friends or loved
ones resulting from the use of alcohol or
drugs may also be present.
 Excessive absence from classes or work, with
associated decline in performance, may be a
problem for these students.
Self-esteem Problems (SE)  Tend to be self-critical and dissatisfied with
their perceived skills, abilities, or achievement
in comparison to their peers.
 They may see themselves as unassertive,
excessively sensitive to criticism from others,
or physically or sexually unattractive.
Interpersonal Problems (IP)  May reflect excessive dependence on others
and increased vulnerability to the vicissitudes
of these relationships, and/or a distrustful,
argumentative style of relating to others.
Family Problems (FP)  May be experiencing difficulty in achieving
emotional separation from their families and
learning to live more independently.
 May also indicate worry or concern over
problems occurring in a conflicted or
tumultuous family.
Academic Problems (AP)  Likely to suffer from poor study skills,
inefficient use of time, and poor concentration
ability.
 Test anxiety may also be a prominent problem
for these students.
Career Problems (CP)  It suggests that the student is experiencing
anxiety or worry in selecting an academic
major or future career.
 Difficulty in selection may be related to a lack
of information about choices, undifferentiated
career interests, or an absence of clear career
goals.

Profile Interpretation

Examination of the CAS profile can reveal areas of adjustment difficulties that may be
inadvertently neglected by relying solely on interview data or on the student’s presenting
complaints. As a general rule of thumb, scales on which the student scores at or above a
T score of 60 should be identified as areas for further evaluation and possible
intervention. Individual counseling centers can, of course, establish their own guidelines
for further evaluation.

Examiners should remember, however, that the CAS is intended as a screening

instrument and not as a diagnostic tool. In all cases, confirmation of CAS interpretative
hypotheses will be required via other, more detailed methods of evaluation such as
consultation interviews, personal histories, mental status exams, and personality
evaluations.

The following case studies are presented to illustrate the use of the CAS in typical
counseling center applications.

Case Illustration 1
Figure 1 presents the profile of a 17-year-old female Asian student who was self-referred
to a counseling center in her freshman year. She initially presented with a complaint of
general dissatisfaction with herself. Her CAS profile showed a substantially elevated
pattern, with six of nine scales elevated above a T score of 60. Her Anxiety and
Depression scores both approached a T score of 70, indicating moderately high levels of
psychological distress. Her Suicidal Ideation T score of 71 suggested that she was in
crisis and indicated a substantive need for immediate evaluation and intervention. In
addition, she appeared to be self-critical and to have feelings of low self-worth as
reflected in a T score of 70 on the Self-esteem Problems scale. A T score of 74 on the
Family Problems scale suggested that her psychological distress might be rooted in
family relationships. Given her Interpersonal Problems T score of 66, she probably had
few satisfying relationships at this time.

A thorough evaluation revealed substantive problems in the student’s family

relationships. Her father was portrayed as a demanding and autocratic figure who
constantly criticized her for her weight problem and her failure to meet his expectations
for her academic performance. He had solicited the support of other family members in
maintaining a barrage of verbal abuse toward her efforts to adjust to the academic
environment. She described herself as “fat and ugly” and experienced strong guilt
feelings over her occasional outbursts of anger toward other family members. In
deference to her need to achieve and her low self-esteem, she had rejected most overtures
to form friendships on campus and felt isolated from other students. Her academic
performance was good, but it was clear that her depression, anxiety, and concern over
family conflicts interfered with her performance. She did admit to recent frequent
thoughts of suicide, but no concrete plan and entered into a behavioral contract for
suicide control without hesitation.

Intervention consisted of insight-oriented counseling which focused on her relationships

with her family, an introduction to activities which would help to increase her level of
social support within the college community, and referral to student employment services
for work as a way to obtain more financial independence.