Spanish adaptation of the perinatal grief intensity scale

ABSTRACT

Aims/Background

Assessing the intensity of perinatal grief is very important for identifying the more complex cases in mothers and fathers. Despite this, there are few assessment tools available. The aim of this study was to analyse the psychometric properties (factorial structure, reliability, and validity) of the Spanish version of the Perinatal Grief Intensity Scale (PGIS).

Design/Methods

An online survey was completed by 291 mothers and fathers who had suffered perinatal loss in the previous six years.

Results

The results showed adequate fit indexes for the three-factor model of the PGIS: reality, confront others, and congruence. Reliability values for the overall scale and subscales were adequate. Finally, with regard to validity, significant (p < .05) and positive relationships were found with levels of complicated grief, event centrality, guilt, anxiety, and depression. There were also differences depending on whether participants exhibited high or low levels of complicated grief, and on the number of weeks of pregnancy at the time of the loss.

Conclusion

In conclusion, the Spanish adaptation of the PGIS has adequate reliability and validity scores and a factorial structure consistent with the original version.

KEYWORDS:

• Perinatal grief
• stillbirth
• neonatal death
• miscarriage
• scale

Acknowledgments

We would like to extend our thanks to all the parents’ organisations that took part in this study: Umamanita, Alé De Vida, Nubesma, Dolina, Hay un Lugar, Mirando una Estrella, Matrioskas, Artmemori, Brisa de Mariposa, Asociación Brazos Vacíos, Anhél Vallés, Petits Amb Llum, Maternidad Arcoíris, Cor a Cor, Espai Psikos, Asociación Monpetit, Asociación Little Stars, Servicio de Soporte al Duelo de Poniente, Xadol, Bressols, Nanalma, Allá, Pulseras Blancas, Contigo, Círculo de Familias en Duelo, Mariposas para el Duelo, Duelo Gestacional y Neonatal Murcia, and Regazo Vacío.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/02646838.2024.2328049

Additional information

Funding

This research was funded by Program Redes-I 3CE for Research in University Teaching of the Institute of Education Science (Vice-Chancellorship of Quality and Educational Innovation) of the University of Alicante, edition 2020-21 (Ref. 5537).