Limitations of these scales include the different factor structure of corresponding scales, restricting certain spe-
cific comparison between scales. Further, although it appears that individuals Grades 6 to 8, in addition to ado-
lescents and teachers, are able to reliably report perception of their social /C0emotional competence (over 2 /C06 week
intervals), significant differences were found between initial and later reports of the SEARS-C with younger chil-
dren, indicating that caution should be taken when interpreting changes in self-reports of children below Grade 6
(seeRomer & Merrell, 2012 ).
SEARS SAMPLE ITEMS
Examples of the SEARS-C, A, T and P items are shown as follows:
SEARS-C
I am good at understanding what other people think (Empathy)
I make friends easily (Social Competence)
I know how to calm down when I am upset (Self-Regulation)
SEARS-A
I am good at understanding the point of view of other people (Empathy)
I make friends easily (Social Competence)
I know how to calm down when I am stressed or upset (Self-Regulation)
SEARS-T
Is good at understanding the point of view of other people (Empathy)
Makes friends easily (Social Competence)
Knows how to calm down when stressed or upset (Self-Regulation)
Examples of the SEARS-P items include the following (see Merrell et al., 2011 )
SEARS-P
Understands how other people feel (Empathy)
Makes friends easily (Social Competence)
Can calm down when upset (Self-Regulation/Responsibility)
Notes : Items are rated on a 4-point scale ranging from: 0 5‘Never’ to 4 5‘Almost always’.
Copyright 2011 by PAR, Inc., 16204 North Florida Avenue, Lutz, Florida, 33549, from the Social Emotional Assets
and Resilience Scales (SEARS) by Kenneth W. Merrell, PhD.
The SEARS scales are commercially distributed by PAR Inc. and are available at: www4.parinc.com/Products/
Product.aspx?ProductID 5SEARS (Retrieved January 10, 2014). Reproduced with permission.
Devereux Student Strengths Assessment (DESSA)
(LeBuffe et al., 2009).
Variable
Social/C0emotional capacities in children are measured wi thin schools, after-school programs, and other
behavioral healthcare provider settings, from a strengt hs-based perspective. Competencies are measured that
act as protective factors in children from kindergarten t hrough Grade 8. Protective factors are viewed as resid-
ing on a continuum on which one may range from incomp etent to proficient. Strengths and weaknesses in
social-learning and behavior are captured based on the c hild’s ability to demonstrate interactions with others
who display appropriate emotion management given t he context and developmental stage of the child
(LeBuffe et al., 2009).312 11. MEASURES OF RESILIENCY
III. EMOTION REGULATION