Preventive Resources Inventory

Abstract

The Preventive Resources Inventory (PRI) is a psychological self-report measure designed to assess an individual’s proactive psychological and social assets that function in stress prevention and effective coping. Developed by McCarthy, Lambert, and colleagues (2001, 2002), the PRI moves beyond reactive coping strategies by quantifying the internal and external resources an individual possesses before a crisis or major life event occurs. It is structured around core dimensions such as Self-Acceptance and Social Resourcefulness, making it valuable for research in educational psychology, counseling, and mental health intervention planning.

Keywords

Preventive Resources Inventory, Stress Prevention, Coping Skills, Self-Acceptance, Social Resourcefulness, Psychological Resources, College Students, Resourcefulness.

Authors

McCarthy, C. J., Lambert, R. G., Beard, L. M., Dematatis, A. P.

Purpose

The primary purpose of the Preventive Resources Inventory is to systematically identify and quantify the resources individuals employ to manage and mitigate the effects of daily stressors. It is founded on the principle that certain cognitive beliefs and behavioral skills act as protective factors, reducing the likelihood or severity of psychological distress before it fully manifests.

The scale serves to help researchers and practitioners differentiate between individuals who are merely reacting to adverse circumstances and those who possess a robust internal and external support system enabling them to proactively maintain psychological equilibrium.

Construct

The PRI is designed to measure the construct of “preventive resourcefulness.” This construct encompasses an individual’s inherent capacity to organize and deploy internal psychological assets and external social support networks to maintain mental health and prevent the onset of stress-related pathology. This proactive approach to well-being is typically divided into two broad domains: internal psychological resources (Self-Acceptance) and external interpersonal resources (Social Resourcefulness).

Validity

Evidence supporting the construct validity of the PRI has been reported in several studies, particularly among college student populations (Lambert et al., 2006). These studies confirm that scores on the PRI correlate significantly in theoretically expected directions with existing measures of psychological adjustment and stress. High PRI scores typically correspond to lower levels of psychological distress and higher levels of adaptive coping mechanisms, thus confirming that the instrument measures a meaningful protective psychological construct.

Reliability

The Preventive Resources Inventory demonstrates robust internal consistency reliability across various administrations. Cronbach’s alpha coefficients for the overall scale and its primary subscales—Self-Acceptance and Social Resourcefulness—have consistently been reported in acceptable to high ranges in published research. This high internal consistency suggests that the items within each factor are highly correlated and reliably measure the intended underlying dimension of resourcefulness.

Factor Analysis

The initial factor analysis conducted by McCarthy, Lambert, Beard, & Dematatis (2002) supported a structure defined by two primary, distinct factors. The first factor clustered items related to internal psychological resources, termed the Self-Acceptance Scale. This factor includes items reflecting self-knowledge, positive thinking, and acceptance of limitations. The second factor, the Social Resourcefulness Scale, grouped items related to utilizing external support, delegation, forming beneficial relationships, and managing social interactions effectively. This two-factor model provides a clear operational definition of preventive resourcefulness.

Instrument

Test Type: Self-report psychological inventory

Format: 60 items, utilizing 5-point Likert-type scales (with two different response formats used across sections).

Language Available: English (Primary validation language)

Population Group: General population, validated extensively for use with college students.

Age Group: Late adolescence and adulthood (18+)

Population Details: Has been applied in educational settings to assess student preparedness and resilience against academic and personal demands.

Test Methodology: Respondents rate the extent to which they agree with or find statements true regarding their beliefs and behaviors related to resource management and stress prevention.

Keywords

Psychological Assessment, Stress Management, Preventive Resources, Educational Psychology, Resilience, Self-Report Scales, Internal Consistency.

Authors

Author ORCID Identifier: Not specified in source material.

Affiliation Email addresses: Not specified in source material.

Correspondence Address: University of Texas Department of Educational Psychology (as per 2001 citation).

Permissions & Fee and Test Year

The Preventive Resources Inventory was developed in 2001 (McCarthy & Lambert) with initial factor structure validation published in 2002 (McCarthy et al.). The instrument has appeared in several academic dissertations and reports, suggesting it is available for research purposes, though specific current commercial licensing or fee information is not provided here. A version of this instrument can be found within the following dissertation: Initial Development and Validation of the Assessment of Beliefs and Behaviors in Coping (ABC).

Reference’s

• McCarthy‚ C.J.‚ & Lambert‚ R.G. (2001) Preventive Resources Inventory. Austin‚ Texas: University of Texas Department of Educational Psychology.

• McCarthy‚ C. J.‚ Lambert‚ R. G.‚ Beard‚ L. M.‚ & Dematatis‚ A. P. (2002). Factor structure of the Preventive Resources Inventory and its relationship to existing measures of stress and coping. In G. S. Gates‚ M. Wolverton‚ & W. H. Gmelch (Eds.)‚ Research on stress and coping in education (pp. 3–37). Greenwich‚ CT: Information Age.

• Lambert‚ Richard G.; McCarthy‚ Christopher J.; Gilbert‚ Trae; Sebree‚ Mikaela; Steinley-Bumgarner‚ Michelle. (2006). Validity Evidence for the Use of the Preventive Resources Inventory with College Students. Measurement and Evaluation in Counseling and Development‚ v39 n2 p66.

• Kulkarni‚ Monique Shah. (2012). Initial Development and Validation of the Assessment of Beliefs and Behaviors in Coping (ABC). Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. The University of Texas at Austin August 2012. (Instrument pages 125-126).

• Macdonald. John‚ Turner. Nigel‚ Somerset. Matthew. Life Skills‚ Mathematical Reasoning and Critical Thinking: Curriculum for the Prevention of Problem Gambling. Final Report to the Ontario Problem Gambling Research Centre. Centre for Addiction and Mental Health. (60-item version pages 35-36).

Items of the Preventive Resources Inventory

Self-Acceptance Scale

Using the scale below‚ please rate the extent to which you agree or disagree with the following statements by circling a response.

1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree

1. I know who I am.
2. I know how to think about situations in a positive way.
3. I am comfortable with the circumstances in my life.
4. I lead a well-rounded life.
5. When problems come up in one area they don’t affect my overall happiness.
6. I do not want to trade my life for anyone else’s life.
7. I have enough money for my needs.
8. I am able to prevent stress by ha‎ving clear values in my life.
9. I can accept the fact that things will not always turn out the way I want.
10. I accept my imperfections.
11. I am grateful for who I am.
12. I may not always get what I want.
13. I have limitations.
14. I can usually see many ways to attack a problem.

Social Resourcefulness Scale

1. I know how to delegate tasks to others.
2. I know how to make social situations more comfortable.
3. I can recognize when someone is about to become unhappy with me.
4. I am able to ask for emotional support.
5. I know how to make others feel comfortable.
6. I have others to call upon when needed.
7. I have mutually supportive relationships.
8. I know how to prepare for stressful situations.
9. I am able to use constructive criticism.
10. Other people consider me helpful.
11. I have friends and relatives that can help me avoid trouble in my life.
12. I accept the input of others.
13. I ask for help.
14. I form mutually beneficial relationships with others.

Using the scale below:

1=Totally Not True 2=Kind of Not True 3=In Between 4=Kind of True 5=Totally True

1. I can handle most things.
2. I can handle stressful situations.
3. I usually succeed at whatever I try.
4. I have strengths‚ which allow me to overcome obstacles.
5. I may not always get what I want.
6. I have limitations.
7. I can trust my own judgment.
8. I have enough money for my needs.
9. I know what is best for me.
10. I believe the difficulties I am facing will not last forever.
11. I can solve most of the problems I face.
12. I know how to think about situations in a positive way.
13. I know how to make social situations more comfortable.
14. I know how to make others feel comfortable.
15. I know how to handle stress.
16. I know how to pick the right coping strategy for the right situation.
17. I can learn new tasks.
18. If I fail in one situation‚ I know I can still succeed in other situations.
19. I am in control of my life.
20. I know how to prepare for stressful situations.
21. I can adapt to change.
22. By organizing and planning my day‚ I am usually able to keep my daily demands.
23. I usually don’t cr‎eate stress for myself by putting things off.
24. I am a flexible person.
25. I am able to prevent stress by being clear about my priorities.
26. I am able to reduce my daily demand level by planning ahead.
27. I can find the bright side to most situations.
28. I stay organized.
29. I can usually see many ways to attack a problem.
30. I know how to keep my options open.
31. I use humour to keep others at ease.
32. I see problems as opportunities to grow and learn.
33. I am able to avoid causing myself stress by keeping things in perspective.
34. I know when I need to “go with the flow” to prevent a situation from becoming stressful
35. I am able to prevent stress by accepting responsibilities rather than avoiding them
36. I know how to learn from my mistakes.
37. I know my own limits.
38. I keep failures and difficulties in perspective.
39. I know I can’t be all things to all people.
40. I have friends and relatives who can help me avoid trouble in my life.
41. My sense of humor helps keep my stress level under control.
42. I have others to call upon when needed.
43. I use humor to keep difficulties from becoming stressful.
44. I lead a well-rounded life.
45. I am able to reduce stress in my life by focusing on my values.
46. I am able to reduce stress in my life by focusing on my priorities.
47. Because my life is balanced‚ problems in one area of my life don’t unduly affect my overall happiness.
48. I can laugh at myself.
49. I know who I am.
50. I have goals that keep me focused.
51. I know how to delegate tasks to others.
52. I form mutually beneficial relationships with others.
53. I am able to divide up tasks with others in a way that benefits others.
54. I have mutually supportive relationships.
55. I accept the input of others.
56. I am able to use constructive criticism.
57. I ask for help.
58. Other people consider me helpful.
59. I can communicate my needs to others.
60. I am able to ask for emotional support.