Divergent/Discriminant
Significant classification status differences in SEARS-T scores on the basis of gender (girls significantly higher
than boys) and special education (without classification scored more highly) supports the divergent validity of
the SEARS-T ( Merrell et al., 2011 ).
Construct/Factor Analytic
Both exploratory (PAF) analysis with direct oblimin rotation and confirmatory factor analysis revealed a robust
four-factor structure (using a split sample of N5836 and 837), where Factor 1, Responsibility , comprised 10 items,
Factor 2, Social Competence , comprised 12 items, Factor 3, Self-Regulation , comprised 13 items, and Factor 4,
Empathy , comprised six items ( Merrell et al., 2011 ).
Criterion/Predictive
The SEARS-T scores are predictive of academic performance with lower perceived levels of academic perfor-
mance directly associated with lower mean SEARS-T scores and higher academic performance associated with
higher SEARS-T scores. Also, when comparing student scores on the SEARS-T between students receiving special
education services because of disabilities versus those not receiving these services, teachers rated students with-
out these designated disabilities/who were not receiving services significantly higher than their special education
counterparts ( Merrell, 2011 ).
SEARS-P
Validity
Convergent/Concurrent
The SEARS-P correlates positively with two established parent-informant strength-based child behavior rating
scales, the SSRS ( Gresham & Elliot, 1990 ), and the social competence scale of the Home and Community Social
Behavior Scales (HCSBS; Merrell & Caldarella, 2002). For a summary of convergent validity studies on the
SEARS-P, see Merrell et al. (2011) .
Divergent/Discriminant
Significant classification status differences have been observed in SEARS-P scores on the basis of gender (girls
significantly higher than boys) and special education (without classification scored higher), supporting the diver-
gent validity of the SEARS-P, as also found for SEARS-T scores ( Merrell et al., 2011 ).
Construct/Factor Analytic
Principal axis factor analyses with direct oblimin rotation were carried out using a split sample procedure (on over
2000 participants) and revealed a robust and replicable factor structure that contained three factors (vs. four for the
SEARS-A and T). Within this factor structure, Factor 1, Self-Regulation/Responsibility , comprised 22 items, Factor 2,
Social Competence , comprised 10 items, and Factor 3, Empathy , comprised 7 items ( Merrell, Felver-Gant et al., 2011 ).
Criterion/Predictive
Similar to the SEARS-T (same study as above on special education), when comparing students receiving spe-
cial education services because of educational disabilities versus those who were not receiving these services, par-
ents gave significantly lower scores on the SEARS-P to those students receiving these services/designated with
disabilities than their counterparts ( Merrell, 2011 ).
Location
Merrell, K.W. (2011). Social and Emotional Assets and Resilience Scales (SEARS) . Lutz, FL: Psychological
Assessment Resources.
Merrell, K.W., Cohn, B., & Tom, K. M. (2011). Development and validation of a teacher report measure for
assessing social /C0emotional strengths of children and adolescents. School Psychology Review , 40, 226 /C0241.
Comments and Results
The multi-informant SEARS scales appear to be a useful means of obtaining different perspective of child and
adolescent behavior from the viewpoint of strength rather than relying only on information about deficit.311 MEASURES REVIEWED HERE
III. EMOTION REGULATION