This scale assesses how useful a decision aid is in preparing the respondent to communicate with their practitioner at a consultation visit and making a health decision. Practitioner version exists as well

18 item scale that taps on general anxiety, anxiety about prostate testing and anxiety about disease progression.

A 10 item questionnaire for patients and a 15 item scale for physicians to rate satisfaction with a decision aid used by patients.

Measures a patient's satisfaction with an audio or visual aid used: the comprehensibility of components of a decision aid, its length, pace, amount of information, balance of presentation of information about options, and overall suitability for decision making.

6 item measure of patient satisfaction (5 point likert scale)with decisions they already made about their medical treatment.

Patient satisfaction with health care decisions reached by them and their providers

Trust conceptualized as having 5 domains: fidelity, competence, honesty, confidentiality, global trust.

Decision Regret Scale measures distress or remorse after a health care decision.

Health decisions that result in bad outcomes can lead to regret, a highly negative emotion. Regret may then, in turn affect future health care decisions. many definitions available. I.e. Zeeleberg's: " the negative cognitive based emotion that we experience realizing that our present situation woudl have been better had we acted differently."

A 20 item scale with 2 factors which have been termed " risk communication" and "confidence in the decision".The first factor focuses mainly on the exchange and content of information while the second in an affective outcome measure.

The communication of the risks and benefits of treatments or care to patients. "The open two-way exchange of information and opinion about risk, leading to better understanding and better (clinical) management decisions."

A TTM stage of change measure that assesses readiness to engage in three types of informed choice: learning about the Medicare program, learning about Medicare health maintenance programs (HMOs), and reviewing different plan options. There are three staging algorithms. The first and second classify beneficiaries into one of four stages representing readiness to learn about the Medicare program and Medicare HMOs, respectively. A person is in action when the individual reports that he or she knows "most" or "just about everything" he or she needs to know about Medicare Programs of HMOs. The third algorithm assesses beneficiaries' readiness to review their options. The action criterion for the third informed choice is that the individual reviews health plan options, but for one year or less.

An annual review of one's health plan to make sure it still meets one's needs and if not, one begins to compare different plans.

Measures that assess TTM constructs and behavioral indicators for youth physical activity, fruit and vegetable consumption, and limiting television time. Participants complete a survey assessing one of the three target behaviors. Each survey includes a stage of change measure for all three behaviors, measures of other TTM constructs and behavioral indicators for the specific behavior, and demographic variables. The stage of change assessment asks if the respondents engage in the recommended level of each behavior. The recommendations are that the child or adolescent engages in 60 minutes of physical activity on at least 5 days a week, eats five or more servings of fruits and vegetables per day, and watches 2 hours or less of television per day. If respondents do not meet the criterion for any of the three behaviors, they are asked if they intend to, according to the Precontemplation, Contemplation, and Preparation definitions. If they meet the criterion, they are asked how long they have been doing so, according to the Action and Maintenance definitions. The elementary school students complete a different stage of change assessment due to their cognitive an developmental differences. For behavioral indicators, one item from the Prochaska et al. (2001) screening measure assesses on how many days during a typical week students are physically active for at least 60 minutes a day. Response options range from 0 to 7 days. Items from the Robinson and Killen (1995) sedentary behavior measure assesses the total number of hours students spend watching TV/DVDs/videos on a typical school day and weekend. The total time was captured at 12/day. Six items from the youth Risk Behavior Surveillance System (CDC,2005) assessed consumption of 100% fruit juice, fruit, green salad, carrots, potatoes, and other vegetables during the past 7 days.

A 38-item, multidimensional measure of processes of resistance for domestic violence offenders. It assesses eight dimensions of resistance: system blaming, problems with partner, problems with alliance, social justification, hopelessness, isolation, psychological reactance, and passive reactance. Response options fall on a 5-point scale that ranges from "Never" to "Very Often."

A 48-item, TTM stage of change-based measure that assesses vocational counseling clients' readiness to engage in job seeking behaviors. It is composed of three 4-item scaled that measure three correlated, but distinct constructs representing Precontemplation, Contemplation, and Action in individuals receiving vocational counseling. All items have a 5-point Likert-type response format (1=strongly disagree, 5=strongly agree) and the action criterion for stage of change is that one has been working hard to look for a job.

A 20-item TTM stage measure that assesses batterers' readiness to end their use to physical violence in their relationships. All items employ a 5-point Likert-type response format (1=strongly disagree, 5=strongly agree) and the action criterion for stage of change is the use of strategies to end violence, but for less than six months.

There are two TTM measures, stages and processes of change, that assess the extent to which hospitals are engaging in activities that can facilitate individual providers' movement through the stages of change for CQI. The stage of change measure is based on a staging algorithm. The algorithm begins with the operational definition of CQI, and then asks for one's hospital involvement in CQI. The action criterion for stage of change is the hospital has been facilitating involvement, but for less than six months. The processes of change measure consists of seven 2- to 4-item scales, with the seven dimensions being experiential processes (which consists of consciousness raising, dramatic relief, self-reevaluation, and environmental reevaluation), dramatic relief, social liberation, reinforcement management, counterconditioning, stimulus control, and rules and polices.

These are TTM-based measures that assess employees' stage of readiness for collaborative service delivery (CSD) by asking questions on stage of change, the values of CSD, and decisional balance. The measures are a staging algorithm and decisional balance. The staging algorithm assesses employees' readiness for collaborative service delivery. It begins by stating the definition of CSD, then asks participants to rate their intentions to get involved or for how long they have been involved in CSD. The action criterion is participants must say they have been involved in collaborative service delivery, according to the specific definition written above, but for less than six months. Response options range from 1="never" to 5="repeatedly." For decisional balance, the Decisional Balance Inventory by Velicer et al. (1985) was used. It asks employees to rate the importance of 10 pros and 10 cons in their decision to get involved in CSD. Response options ranged from 1="not at all important" to 5="Extremely important."

A TTM measure that focuses on how organizations change. The measure assesses three dimensions, which are stages of change, pros and cons, and processes of change to time-limited therapy (TLT), with a special emphasis on Family Service agencies counseling. The action criterion for stage of change is that the agency provides TLT to more than 75% of counseling clients and has done so for less than a year.

A 49-item, TTM scale that assesses stage, pros and cons, self-efficacy, and processes for taking the steps to be emotionally ready to be an adoptive parent. For the stage of change algorithm, participants are assessed on three steps related to being emotionally ready to be an adoptive parent. Responses are measured on a 5-point Likert-type scale ranging from “not at all” to “completely.” Respondents then select one of five alternatives that best represents their intentions to do all three steps. The action criterion is when one answers that he or she has taken the three steps of accepting that it is more important to be a parent than to have a child biologically, researching and finding that adoption is right for those planning to adopt, and sharing adoption plans with others, but for less than six months. The decisional balance measure assesses the relative importance of 8 Pros and Cons of taking the steps to be emotionally ready to be an adoptive parent. Participants report on a 5-point scale ranging from 1= “not important” to 5= “extremely important.” The self-efficacy 8-item measure assesses and individual’s degree of confidence to take the three steps to be emotionally ready to be an adoptive parent in various difficult situations. Participants reported on a 5-point scale ranging from 1= “not at all confident” to 5= “extremely confident.” The processes of change 30-item measure assesses the frequency of utilization of cognitive behavioral, and interpersonal strategies that individuals use to progress across the stages of becoming emotionally ready to be an adoptive parent. Items were responded on a 5-point scale of frequency of use, ranging from 1= “never” to 5= “very often.”

A set of measures that assesses the readiness of faculty to take action and adopt the four specific behaviors of collaborating, mentoring, sharing resources, and generating support to advance women scientists. For the stage of change algorithm, participants read a four-part definition of the action criteria and then rate how much they had participated in each of the four behaviors on a 5-point scale that ranges from 1= “not at all” to 5= “completely.” Then, participants are asked to keep the entire definition of what it means to advance women scientists in mind and to report on their readiness to take the four steps to advance women scientists. The action criterion for stage of change is the faculty member must have taken the four steps of action, but for less than six months. The decisional balance measure assesses the relative importance of eight pros and cons of taking the steps to advance women scientists. Participants report on a 5-point scale ranging from 1= “not at all important” to 5= “extremely important.” The self-efficacy measure assesses an individual’s degree of confidence to take the four steps to advance women scientists. Participants report on a 5-point scale ranging from 1= “not at all confident” to 5= “extremely confident.”

A TTM questionnaire that focuses on assessing regular moderate exercise in an overweight population for the purpose of healthy weight management. For exercise, the measures of stage of change, decisional balance, and self-efficacy are examined. Stage of change for regular moderate exercise uses a single question with a five-choice response format. The action criterion for stage of change is one who engages in any physical activity such as fast walking, aerobics, jogging, tennis, easy bicycling, volleyball, etc., but for less than six months. For decisional balance, an 8-item decisional balance scale measuring regular moderate exercise is used, with 4 items representing the pros and cons, respectively. The participants assign a relative importance to a series of eight questions on a Likert-type scale. The 6-item situational confidence (self-efficacy) scale for regular moderate exercise asks participants to consider six situations in which some people might find it difficult to engage in regular moderate exercise. Then participants are asked to rate how confident they are on a 5-point Likert scale that they could exercise at the criterion level in those situations.

An 11-item measure that assesses reduced functioning related to personal and work well-being domains. The assessment is done through two subscales representing work-related (WBA-PW) and personal barriers (WBA-PP) to performance. The survey asks “During the past 4 weeks (28 days), how often have you had trouble at work concentrating or doing your best because of” each of the 11 different reasons. The possible responses are “not at all,” “some,” or “a lot.”

The use of energy balance behaviors such as 60 minutes of physical activity on at least 5 days of the week, eating five or more servings of fruits and vegetables per day, and watching 2 hours or less of television per day to prevent obesity.

Total Measures: 231

Total Constructs: 162

Registered Users: 1211