Personal Wellbeing Index - Pre-School (PWI-PS) Manual

[Draft Version Only]
Personal Wellbeing Index –

Pre-School
(PWI-PS)
(English)
2nd Edition
Robert A. Cummins
School of Psychology
Deakin University
and
Anna L.D. Lau

Department of Rehabilitation Sciences
The Hong Kong Polytechnic University
MANUAL
2004
Revisions were made to this edition of the manual by :
Robert A. Cummins Ph.D., F.A.Ps.S.

School of Psychology
Deakin University
221 Burwood Highway
Melbourne
Victoria 3125
AUSTRALIA
e-mail: robert.cummins@deakin.edu.au
Anna L.D. Lau, Ph.D

Department of Rehabilitation Sciences
The Hong Kong Polytechnic University
Yuk Choi Road
Kowloon
HONG KONG, SAR
All correspondence should be made to the first author:

Robert A. Cummins, PhD., F.A.Ps.S.
Acknowledgment
We would like to thank Dr Jane McGillivary for her valuable suggestions on the test contents,
Kin Chung Tang for his assistance with the diagrams and Ann-Marie James for assisting with
the preparation of this document.
Published by the School of Psychology

Deakin University
Date: 22 March 2004
Personal Wellbeing Index – Pre-School

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CONTENTS
1. Introduction 4
1.1. Measuring and Defining quality of life 4

1.2. The Personal Wellbeing Index (PWI) Scale 4
1.3. Psychometric Characteristics 5
1.4. Parallel Forms and Translations of the PWI Scale 5
1.5. The PWI-PS Scale 5
1.5.1. The test item: Domain on “Community Connectedness” 6
2. Scale Administration 7
2.1. General Information 7

2.2. The Testing Environment 7
2.3. The Role of Parents/Caregivers 7
2.4. Ethics 8
2.5. Pre-Testing and Test 8
2.5.1. Pre-test Step 1: Testing for acquiescent responding 8
2.5.2. Pre-test Step 2: Testing for Likert scale competence using 0-10 8
2.5.3. Pre-test Step 3: Testing for Likert scale competence using a reduced-choice format 10
PHASE 1: ORDER OF MAGNITUDE 12
PHASE II: MATCHING TO CONCRETE REFERENCE 14
PHASE III: USE OF AN ABSTRACT REFERENCE 17
Test Step 5A: Happy with Life as A Whole and Personal Wellbeing Index-
Pre-School (11-point Scale) 20
Test Step 5B: Happy with Life as A Whole and Personal Wellbeing Index-
Pre-School (Reduced-choice Scale) 21
3. Analysis of Grouped Data 24
3.1. Data Cleaning 24

3.2. Data Analysis of “Happiness with Life as a Whole” and Personal Wellbeing Index Items. 24
3.3. Data Interpretation. 25
4. Reference List 26
5. Appendix - Testing Materials 29
Personal Wellbeing Index - Pre-School

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1. Introduction
1.1. Measuring and Defining quality of life
The quality of life (QOL) construct has a complex composition, so it is not surprising that
there is neither an agreed definition nor a standard form of measurement. This is not due to a
lack of ideas. Cummins’ web-site Directory of Instruments
(http://acqol.deakin.edu.au/instruments/instrument.php) describes some 800 instruments
which purport to measure life quality in some form, but each one contains an idiosyncratic
mixture of dependent variables.
It is also notable that many QOL instruments have been developed for highly selected groups
in the population; particularly in regard to scales devised to monitor medical conditions or
disability types. Such scales are unsuitable for use with the general population. On the other
hand, most scales devised for use with general population samples cannot be used with all
sectors of the population, such as people with cognitive impairment and children. These are
important limitations since it means that the QOL experienced by minority groups cannot be
norm-referenced back to the general population.
To remedy this situation, the Comprehensive Quality of Life Scale (ComQol) was developed.
The details of ComQol test development have been published (Cummins, 1991; Cummins,
McCabe & Romeo, 1994; Gullone & Cummins, 1999; Marriage & Cummins, 2004) and
these ComQol manuals continue to be available from http://acqol.deakin.edu.au. However, in
2001, the ComQol was abandoned for reasons described in the document ‘Caveats to using
the Comprehensive Quality of Life Scale’ (http://acqol.deakin.edu.au/instruments/index.htm).
The major reasons for this action were the realization that the objective scale did not factor as
intended, and also, the understanding that creating a multiplicative composite between
satisfaction and importance was statistically inappropriate (Trauer & Mackinnon, 2001). The
satisfaction scale, however, was retained to form the basis of a new scale, the Personal
Wellbeing Index (PWI).
1.2. The Personal Wellbeing Index (PWI) Scale
The PWI scale contains seven items of satisfaction, each one corresponding to a quality of
life domain as: standard of living, health, life achievement, personal relationships, personal
safety, community-connectedness, and future security. The PWI differs from the ComQol in
substituting ‘Satisfaction with future security’ for the original ‘satisfaction with own
happiness’. Evidence for the adoption of the seven domains has been presented in earlier
publications (Cummins, 1996 and 1997, Cummins, McCabe, Romeo, Reid & Waters, 1997).
These seven items, that form the PWI, are theoretically embedded, as representing the first
level deconstruction of the global question ‘How satisfied are you with your life as a whole?’
Empirical testing shows that these domains function as intended (see below).

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Scale Administration continued
1.3. Psychometric Characteristics
The basic psychometric characteristics of the PWI-A have been described (Cummins,
Eckersley, Pallant, Van Vugt & Misajon, 2002) and detailed data concerning scale
composition, reliability, validity, and sensitivity are provided in the many Reports on the
Australian Unity Wellbeing Index (http://acqol.deakin.edu.au/index.htm) and other countries
(e.g. Lau, Cummins & McPherson, 2004; Tiliouine, Cummins & Davern, 2004).
The cumulative psychometric characteristics of the adult scale are published in Cummins,
R.A., Eckersley, R., Lo, S.K., Okerstrom, E., Hunter, B., & Davern, M. (2003).
1.4. Parallel Forms and Translations of the PWI Scale
Parallel forms of the PWI have been created to allow an appropriate version of the scale to be
used with all population sub-groups. These parallel forms are:
PWI-A: designed for use with the general adult population.
PWI- SC: designed for use with school-age children and adolescents.
PWI-PS: designed for use with pre-school age children.
PWI-ID: designed for use with people who have an intellectual disability or other form of
cognitive impairment.
The PWI has been translated and validated for cross-cultural use in countries outside
Australia. Details on them can be found in the Reference List Section.
1.5. The PWI-PS Scale
The content of the PWI-PS Scale is generally similar to that of the PWI-ID, except for minor
differences in the test instructions and wording which are structured to be more appropriate
for children of pre-school age. Similar to the PWI-ID, the difference between the PWI-PS and
the PWI-A is that the former:
a) Incorporates a pre-testing protocol to determine whether, and to what level of

complexity, respondents are able to use the scale.
b) Questions on ‘satisfaction’ from the PWI-A are substituted by the term ‘happiness’ and
use more simplified and concrete wordings of the ID version. While it is recognized that
these two terms are not equivalent, they yield very similar data (Cummins, Eckersley,
Pallant, Misajon & Davern, 2001a; Cummins, et al., 2001b; Lau, Cummins &
McPherson, 2004).
c) For respondent who cannot use the 11-point scale, a simplified format is used consisting
of outline faces, from very sad to happy.

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1.5.1. The test item: Domain on “Feeling Part of the Community”
With regards to the above-mentioned 1.5(b), a noteworthy item is the sixth question of the
PWI which taps subjective wellbeing/subjective QOL of “community connectedness”. When
compared with the other items of the PWI, this item carries high abstractness and complexity
which has required more rigor and trials of many different question formats to identify the
optimal substitute which will be easily understood by the less cognitively competent groups,
while fulfilling still, as an item representing the first (i.e. broadest) level deconstruction of
life quality.
In the current PWI-PS scale, the question “How happy do you feel about playing and doing
things with people outside your home?” replaces “How satisfied are you with feeling part of
your community?” in the PWI-A version. The aim of this item is to tap the extent to which a
person is happy or satisfied with their sense of ‘connectedness’ or ‘belonging’ with their
community. The term ‘community’ may take the form of a distinct group (e.g. school) or the
larger community (e.g. district-based), which is to be left at the discretion of the respondents’
personal interpretation. Within a general context, this “sense of connectedness” or
“belonging” may be derived through either behavioral or non-behavioral acts, with or without
other people outside the home. For young children, however, they are more likely to engage
in behavioral acts with other people (e.g. playing with other children in the playschool or
their neighborhood). In light of such age-relevance and to facilitate a better comprehension of
this question by young children respondents’, the question has been coined to reflect such a
context (…playing and doing things with people outside your home) in the PWI-PS manual.
While the current question may not be an exact substitute for the original question in the
PWI-A scale, it will provide as an optimal approximate at this stage, until further empirical
evidence suggest an enhanced version.

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2. Scale Administration
2.1. General Information
The scale must be administered to the child respondent on an individual basis. It is NOT to
be answered ‘on behalf of the child’ by the parent, a caregiver or someone who ‘knows the
child well’. Such Proxy Responses are invalid in relation to subjective measurement (see
Cummins 2002 for a review).
It should be emphasised that there is no time limit. The pre-testing and the full scale
administration take from 10 to 20 minutes to complete, depending on the extent of pre-testing
required.
2.2. The Testing Environment
When using the scale with young children of pre-school age, it is vital to ensure that that they
are not distracted and that the information they supply is valid. This requires great care on
the part of the interviewer due to the problem of acquiescent responding.
Children of this age group are substantially more likely, than other age groups of the general
population, to answer in ways they perceive are desired by the interviewer. This problem
is exacerbated by a sense of threat or unease. Such a response bias may be generated
through the perception of a power differential or being questioned in an unfamiliar
environment.
In an attempt to overcome this problem, the interviewer should take special precautions with
the interview process. The interviewer should:
● Dress in a manner which does not invoke anxiety;
● Be prepared to engage in a simple rapport establishing act, such as engaging in a small
chat or simple and short play activity before testing takes place, and
● Should be perceived by the interviewee as friendly.
● Ideally, the interview should be held in an environment familiar to the child being
interviewed (e.g. play school, home), in a quiet place away from the distractions of other
people, television and activities.
2.3. The Role of Parents/Caregivers
Parents/Caregivers MUST NOT be present during testing and the interviewees should be seen
alone. However, it may be useful for the parent/caregiver to wait nearby, but not within the
interviewee’s sight (e.g. outside the testing room), in case of instances when the interviewee
may become distressed by their absence during the course of testing. In such cases, the test
may be temporarily ceased, as and when required, to allow the interviewee to re-establish
contact with their parent/caregiver. Testing will be resumed when the interviewee feels settled
to continue till completion, which should be within the same day.

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2.4. Ethics
Prior to conducting the test, it is the responsibility of the test administrator to ensure that:
(a) appropriate ethics approval has been obtained from the relevant authority under which
they are operating, and also
(b) that approval for such testing has been obtained from each child’s parent or legal
guardian.
2.5. Pre-Testing and Test
Without doubt, the most essential aspect of testing young children of pre-school age is to
ensure that they understand the nature of the task they are agreeing to perform. Only then can
the test administrator have confidence that the responses being provided are valid. Such
assurance requires a carefully constructed pre-testing protocol as follows:
2.5.1. Pre-test Step 1: Testing for acquiescent responding
Children, particularly of pre-school age, are prone to acquiescent responding (see Chapter 3
for discussion). Formal testing for acquiescent responding can take place as follows:
1. After checking that the respondent is comfortable and ready to respond, carefully and
slowly proceed as follows:
2. Point to the respondent’s shoe or some personal item. Ask them:

a) “Does that (e.g. shoe or toy he/she brought) belong to you ?”
b) “Do you make all your own clothes and shoes ?”
c) “Are you a girl or a boy ?”
d) “Did you choose to be a girl or a boy ? ”
Scoring:
If a positive response is provided to items b and d, then it is apparent that the respondent is
not sufficiently competent to complete the Index. Hence, no further testing should take
place.
2.5.2. Pre-test Step 2: Testing for Likert scale competence using 0-10
If the interviewee passed Pre-test Step 2, formal testing for Likert scale competence can take
place. This involves two stages, as establishing the respondent’s familiarity with a 0 to 10
distribution, and then testing the person’s ability to use a 0 to 10 Likert scale.
The optimal response scale for the interviewee to use is the modified version of the normal
0-10 scale employed with PWI-A, which replaces ‘satisfaction’ with ‘happiness’. This allows
maximum discrimination of degrees of happiness and is likely to be within the competence of
young children.
Procedure
Step 3: Stage 1
Provide the following instructions:

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(a) “Can you count from Zero to 10?”
If ‘Yes’: Proceed to next item.

If ‘No’ : Proceed to Step 3
(b) “OK, can you please now count from Zero to 10.”
If successful: Proceed to Stage 2 within this Step.

If failed: Proceed to Step 4
Step 3: Stage 2
1. Present the PWI-PS happiness scale in Appendix A.
2. Provide the following instructions.
“Good. Now, here is a happiness ruler. On this ruler, I am going to ask you to point how
happy you feel from Zero - 10.
Zero means you feel VERY SAD [Point to the left side of the scale].
10 means you feel VERY HAPPY [Point to the right side of the scale].
And the middle of the scale is 5, which means you are NOT HAPPY OR SAD [Point].”
“Do you understand this?”
If ‘Yes’: Proceed to tasks (a) to (c) below..

If ‘No’: Repeat just once
Ask the following questions.
(a) “If you felt VERY HAPPY, where would you point?”
[Respondent must point to 10 for a correct response]
(b) “If you felt VERY SAD, where would you point?”
[Respondent must point to zero]
(c) “If you felt just A LITTLE BIT HAPPY, where would you point?”
[Accept any score from 6-8]
If the person has succeeded in all the above 3 tasks (‘a’ to ‘c’): Proceed to Step 5A to
test that person on the 'happiness with life as a whole' question and the PWI-ID
scale, using the 0-10 scale.
If the person has failed ANY ONE of the above 3 tasks: Repeat that task just once.
- If the person succeeded on the re-test of that task and had also succeeded on
the other 2 tasks: Proceed to Step 5A, using the 0-10 scale.
- If the person failed on the re-test of that task: Proceed to Pre-test Step 4.

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2.5.3. Pre-test Step 3: Testing for Likert scale competence using a

reduced-choice format
When the interviewee cannot use the 0-10 scale, the testing moves through three phases
which are designed to determine whether the person can use a reduced-choice format via:
Phase (1): identifying items in order of magnitude (test on size discrimination between
blocks),
Phase (2): using a scale with a concrete reference (test on size discrimination and matching
between blocks and steps),
Phase (3) using a scale with an abstract reference (test on discrimination between facial
expressions).
These Pre-test items are found, beginning from page 11. The testing protocol involves
moving responding from a concrete (Phase 2) to an abstract (Phase 3) reference. Each of the
three testing phases comprises three tasks (labeled ‘a’ to ‘c’), with each task progressing in
complexity from a binary choice (task ‘a’) to a choice involving five elements (task ‘c’).
Diagrams, provided in this manual (see Appendix), are used for the tests.
The following matters should be noted:
1. Whether to start testing the respondent at the beginning of this protocol (task ‘a’ in
Phase 1), at some intermediate point of the sequence, or to start with the end of the
protocol (task ‘c’ in Phase 3), is a matter for judgment on the part of the test
administrator. In this, it is a balance between engaging the respondent in unnecessarily
simplistic tasks, which they may find unrewarding (not interesting), and incurring
repeated failure by the respondent due to starting at a level that is overly demanding.
The best source of advice on a starting point is the parent or caregiver, who may be
consulted at anytime prior to conducting the interview. If in doubt, start at the
beginning (i.e. simplest level)
2. It is important that the respondent has a minimal experience of failure. If they cannot
do a task, minimise negative feedback and return to a level of task at which they can
succeed. Motivation can be enhanced through appropriate praise and encouragement.
3. As with the administration of all psychological tests, it is vital that the tester is
completely familiar with the instrument before it is given. Practice sessions on family,
friends and/or volunteers are absolutely necessary.
Equipment
The diagrams that are provided will need to be printed so that they can be presented to the
respondent as single pages.
Procedure
1. During testing, the respondent should be seated at a table with the appropriate diagram
in front of them.
2. The person responds by pointing on the diagram.

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3. Testing may start, at the discretion of the test administrator, either at

(i) Phase 1 or at a latter phase (e.g. 2 or 3);
(ii) Task ‘a’ or a latter task in the testing phase (e.g. ‘b’ or ‘c’).
However, if in doubt, start at the beginning i.e. Phase 1 and Task ‘a’ within each phase.
4. The respondent must respond correctly to all items within a task to be considered
having succeeded in that task.
5. If the respondent fails to respond correctly to a more complex task within any testing
Phase (e.g. task ‘b’ or ‘c’), return to test on the previous (simpler) task (e.g. task ‘a’ or
‘b’).
- Re-test the respondent on this task just once.
6. To proceed to the next Phase, the respondent must respond correctly, at least to task ‘a’
(i.e. level of using binary choice) in the current Phase. If this is not achieved, do not
proceed and terminate testing completely.
7. When starting the respondent in the next testing Phase, the first task to be tested is
determined by the maximum level of discriminative competence displayed in the
previous phase. Eg. If the respondent achieved task ‘b’ in the current Phase, testing in
the next Phase should commence with task ‘b’
8. To proceed to Step 5B (i.e. question on “happiness with life as a whole” and PWI-ID
scale items), the person must have successfully completed the final testing phase
(Phase 3), at least, at the level of binary choice. However, as mentioned in Point 5
above, failure to successfully complete either one of the preceding phases requires that
testing be terminated completely prior to Phase 3 .
9. In Step 5B, when responding to the question on “happiness with life as a whole” and
the PWI-ID scale, the level of choice format used by the respondent should be
determined by the maximum level of discriminative competence displayed during the
final testing phase (Phase 3).

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PRE-TEST: STEP 4
PHASE 1: ORDER OF MAGNITUDE

Order of Magnitude Test
Whether testing starts at (a), (b) or (c) is at the discretion of the test administrator. The advice
of the caregiver is likely to be useful in making this decision. If in doubt, start at (a).
(a) Present the 2-Block Diagram

Procedure: Present the 2-block diagram of extreme sizes (Appendix B1) to the respondent.
Instruction: “Here are two blocks. One of them is bigger than the other.”
Record respondent’s
Success (√) or Failure (x)
Per Item
Q: “Please point to the BIGGEST block”
Q: “Please point to the SMALLEST block”
[ √ in appropriate box] Overall Succeeded
Overall Failed
Note: If the person succeeds on ALL items: Proceed to task (b).

If the person fails: Repeat the instruction and Re-test on this task, but just once.
If the person succeeds task (a) on ALL items on the re-test: Proceed to Phase 2
and use just the binary choice in that phase (task ‘a’).
If the person fails task (a) on the re-test: Do not proceed and terminate testing
completely.
(b) Present the 3-Block Diagram

Procedure: Present the 3-block diagram of differing sizes. (Appendix B2)
Instruction: “Here are three blocks. This time there is a middle-size block.”
Q: “First, please point to the BIGGEST block”

Q: “Now, please point to the MIDDLE SIZED block”
Overall Failed
Note: If the person succeeds on ALL items: Proceed to task (c)
If the person fails task (b) again: Re-test task (a), but just once.
- If the person succeeds on ALL items in task (a) on the re-test: Proceed to
Phase 2 and use just the binary choice in that phase (task ‘a’).

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- If the person fails task (a) on the re-test: Do not proceed and terminate
testing completely.
(c) Present the 5-Block Diagram

Procedure: Present the 5-block diagram of differing sizes. (Appendix B3)
Instruction: “Here are five blocks.”
Q: “Please point to the BIGGEST block”

Q: “Please point to the MIDDLE SIZED block”
Q: “Please point to the SECOND BIGGEST block”
Q: “Please point to the SECOND SMALLEST block”
Overall Failed
Note: If the person succeeds on ALL items: Proceed to Phase 2 and use the 5-point
task in that phase (task ‘c’).
If the person fails: Repeat the instruction and Re-test on this task just once.
If the person fails task (c) on the re-test: Re-test task (b), but just once.
- If the person succeeds task (b) on ALL items on the re-test: Proceed to
Phase 2 and use the 3-point task in that phase (task ‘b’).
- If the person fails task (b) on the retest: Repeat task (a), but just once.
* If the person succeeds task (a) on ALL items on the re-test: Proceed to
Phase 2 and use just the binary choice in that phase (task ‘a’)
* If the person fails task (a) on the re-test: Do not proceed and terminate
testing completely.

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PRE-TEST: STEP 4
PHASE II: MATCHING TO CONCRETE REFERENCE

Scale with a Concrete Reference
(a) Present the 2-Block Diagram and 2-Step Diagram

Procedure: Present the 2-block diagram and the 2-step diagram. (Appendix B1 and B4)
Instruction: “I am going to show you the blocks again.” [present the two-block diagram].
“And some steps” [present the two-step diagram].
“I want you to show me how the blocks fit on the steps. There are rules. The
big block fits on the big step. The small block fits on the small step.”
“So, when I point to the big block [point], I want you to point to the big step
[point]. Is that OK?” [repeat if the person seems uncertain].”
“When I point to the small block [point], I want you to point to the small step
[point]. Is that OK?”
Per Item
[Point to the big block]
Q: “Which step does the BIG block go on ?"
(person to point to the correct step)
[Point to the small block]

Q: “Which step does the SMALL block go on ?"
Overall Failed
If the person fails: Ask whether they would like you to go over the rules again.
- If the person says ‘Yes’: Repeat the rules in the instructions and Re-test on
this task, but just once.
- If the person says ‘No’ : Re-test on this task, but just once.
If the person succeeds task (a) on ALL items on the re-test: Proceed to Phase 3
completely.

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(b) Present the 3-Block Diagram and 3-Step Diagram

Instruction: Here is another set of blocks and steps. This time you can see there is a
middle-size block [point] and a middle step [point].
Just like before, I want you to point to the step that matches each block. Is that
OK?
[Point to the big block]

Q: “Which step does the BIG block go on ?"
(person to point to the correct step)
[Point to the small block]

Q: “Which step does the SMALL block go on ?"
[Point to the middle-size block]

Q: “Which step does the MIDDLE-SIZE block go on?"
Overall Failed

If the person succeeds task (b) on ALL items on the re-test: Proceed to Phase 3
and use the 3-choice task in that phase (task ‘b’).
If the person fails task (b) on the re-test: Re-test task (a), but just once.
- If the person succeeds in task (a) on ALL items on the re-test: Proceed to
Phase 3 and use just the binary choice in that phase (task ‘a’).
testing completely.
(c) Present the 5-Block Diagram and 5-Step Diagram

Instruction: “Here is the last set of blocks and steps.”
“Just like before, I want you to point to the step that matches each block. Is
that OK?”
[Point to the smallest block]

Q: “Which step does the SMALLEST block go on ?"

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[REPEAT for other blocks in the following

sequence]
Q: “…BIGGEST-size block"
Q: “…MIDDLE-SIZE block”
“…SECOND BIGGEST block"
Q: “…SECOND SMALLEST block"
Overall Failed
Note: If the person succeeds on ALL items: Proceed to Phase 3 and use the 5-point
task in that phase (task ‘c’).
If the person fails again: Re-test task (b), but just once.
- If the person succeeds task (b) on ALL items on the re-test: Proceed to
Phase 3 and use the 3-point task in that phase (task ‘b’).
Phase 3 and use just the binary choice in that phase (task ‘a’)
testing completely.

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PRE-TEST: STEP 4
PHASE III: USE OF AN ABSTRACT REFERENCE

Scale with a Abstract Reference
(a) Present the 2-Face Diagram
Procedure: Present the 2-face diagram. (Appendix C1)
Instruction: “Now I want you to do a different job. It’s another pointing job, but this time
there are 2 faces.”
“One is a happy face [point], one is a sad face [point].”
“Tell me something that makes you HAPPY?”

[Respondent’s Reply – X (e.g. eating chocolate)]
Per Item
Q. “So if I said “How HAPPY are you about X ?”,
which face would you point to?”
“Tell me something that makes you SAD?”

[Respondent’s Reply Y (e.g. people teasing me)]
Q: “So if I said, “How SAD are you about Y ?”, which

face would you point to?”
Overall Failed

If the person fails: Ask whether they would like you to go over the rules again.
- If the person says ‘Yes’: Repeat the rules in the instructions and Re-test on
this task, but just once.
- If the person says ‘No’ : Re-test on this task, but just once.
If the person succeeds task (a) on ALL items on the re-test: Proceed to Step 5B
completely.

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(b) Present the 3-Face Diagram
Procedure : Present the 3-face diagram. (Appendix C2)
Instruction: “Here is another set of faces.”
“This time you can see there is a middle face [point]. This face is not happy or
sad.”
Q: “If you felt HAPPY about something, which face

would you point to?”
Q: “If you felt SAD about something, which face would
you point to?”
Q: “If you felt NOT HAPPY OR SAD, which face
would you point to?”
Overall Failed

If the person succeeds task (b) on ALL items on the re-test: Proceed to Step
5B, and use the 3-choice format in that phase (task ‘b’).
If the person fails task (b) on the re-test: Re-test task (a), but just once.
- If the person succeeds in task (a) on ALL items on the re-test: Proceed to
Step 5B and use the binary choice in that phase (task ‘a’).
testing completely.
(c) Present the 5-Face Diagram
Procedure : Present the 5-face diagram. (Appendix C3)
Instruction: “Here is the last set of faces.”
“This time there are five faces. There are three you have seen before and two
new ones.
“The ones you know are [point to each in turn] ‘very sad’, ‘not happy or sad’,
and ‘very happy’.
“The new ones are [point to each in turn], ‘a little bit sad’, and ‘a little bit
happy’.”
“So, going over the faces again we have [point to each in turn], ‘very sad’, ‘a
little bit sad’, ‘not happy or sad’, ‘a little bit happy’, and ‘very happy’. Is that
OK?”

18
Q: If you felt VERY SAD about something which face

would you point to?
Q: If you felt A LITTLE BIT HAPPY about

something, which face would you point to?
Q: If you felt VERY HAPPY about something, which

face would you point to?
Q: If you felt A LITTLE BIT SAD about something,

which face would you point to?
Q: If you felt NOT HAPPY OR SAD about something,

which face would you point to?
Overall Failed
Note: If the person succeeds on ALL items: Proceed to Step 5B, and use the 5-point
format in that phase (task ‘c’)
If the person fails task (c) on re-test: Re-test task (b), but just once.
- If the person succeeds task (b) on ALL items on the re-test: Proceed to Step
5B, and use the 3-point format in that phase (task ‘b’).
Step 5B, and use just the binary choice in that phase (task ‘a’)
testing completely.

19
Test Step 5A: Happy with Life as A Whole and Personal Wellbeing
Index- Pre-School (11-point Scale)
Procedure and Instructions:
Procedure: Continue to show the 0-10 happiness scale, which was shown to the respondent
in Pre-test Step 3.
Instruction: “Good. Now, I am going to ask you a few questions about how happy you feel,
using this Zero to 10 happiness ruler.”
“As I said before, Zero means you feel very sad [Point to the left side of the scale].
10 means you feel very happy [Point to the right side of the scale].
And the middle of the scale is 5, which means you are not happy or sad"
[Point].”
“Using this zero to 10 ruler……” [Proceed to ask each test item below]
Test Items: Record the respondent’s ratings in the appropriate boxes below.
Respondent’s Rating
11-pt
(0-10)
Part I: Happy with Life as a Whole [Optional]
“How happy are you with your life as a whole ?”
Part II: Personal Wellbeing Index – Pre-School [Life Domains]

“How happy are you… ?”
1. [Domain: Standard of Living]

…about the things that belong to you ? Like your toys?
2. [Domain: Personal Health]

…with your health?
3. [Domain: Achievement in Life]

…with the things you want to be good at?
4. [Domain: Personal Relationships]

…about getting on with the people you know?
5. [Domain: Personal Safety]

…about how safe you feel?
6. [Domain: Feeling Part of the Community]

…about playing or doing things with people away from your home ?
7. [Domain: Future Security]

20
…about what may happen to you later on?
Test Step 5B: Happy with Life as A Whole and Personal Wellbeing
Index- Pre-School (Reduced-choice Scale)
Procedure and Instructions:
Procedure: 1. Select the faces-scale that corresponds to the respondent’s maximum
level of discriminative competence in Pre-test Step 4 - Phase 3.
2. Show this scale to the respondent and continue with the corresponding
instruction provided below.
Instruction: “Good. Now, I am going to ask you a few questions about how happy you
feel, using these [Point] faces.”
(i) If ‘2-face’ diagram

“As you have seen before, this face means you feel happy [Point].
This one means you feel sad [Point]
When I ask you the questions afterwards, point to the face which tells me
how happy you feel.”
“Is that ok ?”
If ‘yes’: Proceed to next item.

If ‘no’: Repeat instruction but just once. Then proceed to next
statement.
“Using these faces, …” [Proceed to ask each test item below]
(ii) If ‘3-face’ diagram

“As you have seen before, this face means you feel happy [Point].
This one means you feel sad [Point]
The one in the middle means you feel not happy or sad [Point]
“Is that ok ?”

statement.
(iii) If ‘5-face’ diagram

“As you have seen before, this face means you feel very happy [Point].
This one means you feel a little bit happy [Point]
This one means you feel very sad [Point]
This one means you feel a little bit sad [Point]

21
The one in the middle means you feel not happy or sad [Point]
“Is that ok ?”

statement.
Test Items: (Record the respondent’s answers according to the following code, in the
appropriate boxes below)
Code: (a) 2-faces (2-pt) (b) 3-faces (3-pt) (c) 5-faces (5-pt)
Sad = 0 Sad = 0 Very Sad = 0
Happy = 1 Not Happy or Sad = 1 A Little Bit Sad = 1
Happy = 2 Not Happy or Sad = 2
A Little Bit Happy = 3
Very Happy = 4
Respondent’s Rating
2-pt 3-pt 5-pt
(0-1) (0-2) (0-4)
Part I: Happy with Life as a Whole
“How happy are you with your life as a whole ?”
Part 2: Personal Wellbeing Index – Pre-School [Life Domains]
“How happy are you…?”
1. [Domain: Standard of Living]

…about the things that belong to you ? Like your toys?
2. [Domain: Personal Health]

…with your health?
3. [Domain: Achievement in Life]

…with the things you want to be good at?
4. [Domain: Personal Relationships]

…about getting on with the people you know?
5. [Domain: Personal Safety]

…about how safe you feel?

22
6. [Domain: Feeling Part of the Community]

…about playing or doing things with people away from
your home ?
7. [Domain: Future Security]

…about what may happen to you later on?

23
3. Analysis of Grouped Data
3.1. Data Cleaning
While acquiescent responding contaminates all survey and interview data to some degree,
young children are particularly prone to this form of responding. There are two main
reasons. The first is deference to an authority figure (the interviewer) learned as a
consequence of parental-child interaction. The second is defence against appearing
incompetent when asked questions they do not understand. Agreement with the question, or
answering in the affirmative, is the form of response that is least likely to generate a negative
consequence for the person being questioned.
When the child answers consistently at the top of the scale, this may be due to the use of
low-discrimination scales (2 or 3-point scales), such that the normal negative response-skew
forces response consistency. Alternatively, it may represent acquiescent responding. In either
case, the data provide no internal variation and should be eliminated prior to analysis to
defend the data set from acquiescent responders.
Therefore, is essential that all data are checked for response sets. These are evident when the
respondent scores at the top or the bottom of the scale for all seven items. Data sets from
individual respondents showing consistently maximum or minimum scores should be
eliminated prior to data analysis.
3.2. Data Analysis of “Happiness with Life as a Whole” and Personal

Wellbeing Index Items.
Standardize all Likert scale data on happiness, into units of Percentage of Scale Maximum
(%SM) on a 0 to 100 distribution. This is achieved by the following procedures for data
derived from different scale formats:
(a) For 11-point scale

- Convert data derived from a 0 to 10 point scale by shifting the decimal point one
step to the right. E.g. a value of 6.0 becomes 60.
(b) For Reduced-choice scale

Step 1: Code the likert scale from 0 to X, where ‘0’ represents the lowest response
category and ‘X’ represents the highest. E.g. a 1–5 scale would become 0–4.
Step 2: Perform calculation using the following formula,
[(Score/X) x 100]
where ‘Score’ refers to the reported group mean value and ‘X’ represents that as
previously defined. Eg. A score of 3.0 would become [(3.0/4) x 100] = 75

24
Analysis of Grouped Data continued
3.3. Data Interpretation.
Data derived on the Personal Wellbeing Index- ID scale items may be used either at the level
of individual domains, or the domain scores may be aggregated and averaged to form the
Personal Wellbeing Index (PWI).
The item “Happiness with Life as a Whole” IS NOT a component of the PWI and hence,
should be analysed as a separate variable. It may be used to test the construct validity of the
PWI though the use of multiple regression. As had been stated, the PWI is designed as the
first level deconstruction of ‘life as a whole’. Consequently, if the seven domains are
regressed against this variable, each domain should contribute unique variance and the total
explained variance should exceed 50%. For reference to normative data using this technique,
see Cummins, Eckersley, Lo, Okerstrom, Hunter & Davern, 2004.
The mean of the domain scores derived from the PWI-SC constitutes a measure of Subjective
Wellbeing. Such a datum, representing a group mean score, can be referenced to the
‘gold-standard’ of 75 ± 2.5 %SM (Cummins, 1996). This implies that such data, provided
they are derived from Western respondents, should fall within the normative range of 70 - 80
%SM. This value is generally around 10 percentage points lower for non-Western populations
(e.g. Chinese) (Lau, Cummins & McPherson, 2004).

25
4. Reference List
Cummins, R.A. (1991) The Comprehensive Quality of Life Scale - Intellectual Disability:
An initial report. Australia and New Zealand Journal of Developmental Disabilities,
17, 259-264.
Cummins, R.A. (1996) The domains of life satisfaction: An attempt to order chaos. Social
Indicators Research, 38, 303-332.
Cummins, R.A. (1997). Assessing quality of life for people with disabilities. In: Quality of
Life for Handicapped People, Second Edition, R.I. Brown (Ed.). Cheltenham,
England: Stanley Thomas, pp. 116-150.
Cummins, R.A. (2002) Proxy responding for subjective well-being: A review. International
Review of Research in Mental Retardation, 25, 183-207.
Cummins, R.A., Eckersley, R., Lo, S.K., Okerstrom, E., Hunter, B., & Davern, M. (2004).
Australian Unity Wellbeing Index: Cumulative Psychometric Record. Melbourne:
Australian Centre on Quality of Life, School of Psychology, Deakin University.
http://acqol.deakin.edu.au/index_wellbeing/index.htm
Cummins, R.A., Eckersley, R., Pallant, J., Misajon, R., & Davern, M. (2001a). Australian
Unity Wellbeing Index: Survey 2, Report 1.0. Australian Centre on Quality of Life,
School of Psychology, Deakin University, Melbourne.
Cummins, R.A., Eckersley, R. Pallant, J. Van Vugt, J, & Misajon, R. (2002). Developing a
national index of subjective wellbeing: The Australian Unity Wellbeing Index. Social
Indicators Research, 64, 159-190.
Cummins, R.A., Eckersley, R., Pallant, J., Van Vugt, J., Shelly, J., Pusey, S.M., & Misajon,
R. (2001b). Australian Unity Wellbeing Index: Survey 1, Report 1.0. Australian Centre
on Quality of Life, School of Psychology, Deakin University, Melbourne.
Cummins, R.A., McCabe, M.P., Romeo, Y. & Gullone, E. (1994) The Comprehensive
Quality of Life Scale - Intellectual Disability: Results from a Victorian survey.
Proceedings, 29th National Conference of the Australian Society for the Study of
Intellectual Disability, 93-98.
Cummins, R.A., McCabe, M.P., Romeo, Y., Reid, S., & Waters, L. (1997) An initial
evaluation of the Comprehensive Quality of Life Scale - Intellectual Disability.
International Journal of Disability, Development and Education, 44, 7-19.

26
Reference List continued
Gullone, E. & Cummins R.A. (1999). The Comprehensive Quality of Life Scale: A
psychometric evaluation with an adolescent sample. Behaviour Change, 16, 127-139.
Lau, A.L.D., Cummins, R.A. and McPherson, W. (2004). An investigation into the
cross-cultural equivalence of the Personal Wellbeing Index. Social Indicators Research
(In press).
Marriage, K. & Cummins, R.A. (2004). Subjective quality of life and self-esteem in
children: The role of primary and secondary control in coping with everyday stress.
Social Indicators Research, 66, 107-122.
Tiliouine, H., Cummins, R.A., & Davern, M. (2004). Measuring wellbeing in developing
countries: The case of Algeria. Social Indicators Research (In press).
Trauer, T., & Mackinnon, A. (2001). Why are we weighting? The role of importance ratings
in quality of life measurement. Quality of Life Research, 10, 579-585.
PWI Manuals:
Available from Melbourne: Australian Centre on Quality of Life, Deakin University.
http://acqol.deakin.edu.au/instruments/wellbeing_index.htm
PWI-A : The International Wellbeing Group (2005). Personal Wellbeing Index – Adult.
Other translated versions on PWI-A : (E.G.)

Arabic : translated by Tiliouine, H. (2002)
Chinese - Cantonese : translated by Lau, A.L.D. (2002)
- Mandarin : translated by Zhanjun, X (2003)
Croatian : translated by Lipovean, L.K. (2003)
Dutch : translated by Renty, J. (2002)
Italian : translated by Verri, A. (2002)
Japanese : translated by Naoi, A (2003)
Mexican : translated by Rojas, M (2003)
Slovakia : translated by Dzuka, J. (2002)
Spanish - Spain : translated by Casa, F. (2002)
- Argentina : translated by Tonin, G. (2002)
PWI-ID : Cummins, R.A. and Lau, A.L.D. (2004). Personal Wellbeing Index –
Intellectual Disability. 2nd Edition.
Cummins, R.A. and Lau A.L.D.(2004). Personal Wellbeing Index –
Intellectual Disability. 2nd Edition (Chinese-Cantonese).
PWI-SC : Cummins, R.A. and Lau, A.L.D. (2004).Personal Wellbeing Index - School
Children.

27
Reference List continued
Cummins, R.A. and Lau, A.L.D. (2004).Personal Wellbeing Index - School

Children. (Chinese-Cantonese)
PWI-PS : Cummins, R.A. and Lau, A.L.D. (2004). Personal Wellbeing Index-Pre-
School.
Cummins, R.A. and Lau, A.L.D. (2004). Personal Wellbeing Index-Pre-

School. (Chinese-Cantonese)

28
5. Appendix - Testing Materials

29
Appendix – Testing Materials continued: Appendix A
VERY NOT HAPPY VERY

SAD OR SAD HAPPY

30
Appendix – Testing Materials continued: Appendix B1
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Appendix – Testing Materials continued: Appendix C2

Appendix – Testing Materials continued: Appendix C3

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Personal Wellbeing Index –

Anna L.D. Lau

Robert A. Cummins Ph.D., F.A.Ps.S.

Anna L.D. Lau, Ph.D

All correspondence should be made to the first author:

Published by the School of Psychology

Date: 22 March 2004

Personal Wellbeing Index – Pre-School

1.1. Measuring and Defining quality of life 4

2.1. General Information 7

3. Analysis of Grouped Data 24

3.1. Data Cleaning 24

5. Appendix - Testing Materials 29

Personal Wellbeing Index - Pre-School

1.2. The Personal Wellbeing Index (PWI) Scale

Personal Wellbeing Index – Pre-School

1.3. Psychometric Characteristics

1.4. Parallel Forms and Translations of the PWI Scale

PWI-A: designed for use with the general adult population.

PWI-PS: designed for use with pre-school age children.

1.5. The PWI-PS Scale

a) Incorporates a pre-testing protocol to determine whether, and to what level of

Personal Wellbeing Index - Pre-School

1.5.1. The test item: Domain on “Feeling Part of the Community”

Personal Wellbeing Index - Pre-School

2.2. The Testing Environment

2.3. The Role of Parents/Caregivers

Personal Wellbeing Index - Pre-School

2.5. Pre-Testing and Test

2.5.1. Pre-test Step 1: Testing for acquiescent responding

2. Point to the respondent’s shoe or some personal item. Ask them:

Personal Wellbeing Index - Pre-School

(a) “Can you count from Zero to 10?”

If ‘Yes’: Proceed to next item.

If successful: Proceed to Stage 2 within this Step.

2. Provide the following instructions.

“Do you understand this?”

If ‘Yes’: Proceed to tasks (a) to (c) below..

Ask the following questions.

Personal Wellbeing Index - Pre-School

2.5.3. Pre-test Step 3: Testing for Likert scale competence using a

The following matters should be noted:

2. The person responds by pointing on the diagram.

Personal Wellbeing Index - Pre-School

3. Testing may start, at the discretion of the test administrator, either at

Personal Wellbeing Index - Pre-School

PHASE 1: ORDER OF MAGNITUDE

(a) Present the 2-Block Diagram

Note: If the person succeeds on ALL items: Proceed to task (b).

(b) Present the 3-Block Diagram

Q: “First, please point to the BIGGEST block”

Personal Wellbeing Index - Pre-School

(c) Present the 5-Block Diagram

Instruction: “Here are five blocks.”

Q: “Please point to the BIGGEST block”

Personal Wellbeing Index - Pre-School

PHASE II: MATCHING TO CONCRETE REFERENCE

(a) Present the 2-Block Diagram and 2-Step Diagram

“And some steps” [present the two-step diagram].

[Point to the small block]

Note: If the person succeeds on ALL items: Proceed to task (b).