SEARS-C
Validity
Convergent/Concurrent
The SEARS-C total score correlated positively (.77) with the Social Skills Rating Scale ( Gresham & Elliot, 1990 ;
N5137 Grade 3-6 students) and (.80) with the Behavior and Emotional Rating Scale ( Epstein & Sharma, 1998 )
scale, respectively. The correlations between the four subscales of the SEARS-C and the SSRS ranged from .63 to
.72, and between the SEARS-C and the BERS from .62 to .78, respectively.
Divergent/Discriminant
The SEARS-C total scores correlated negatively ( /C0.53) with the Internalizing Symptom Scale for Children
(Merrell & Walters, 1995), based on data for 153 children in Grades 3 /C06.
Construct/Factor Analytic
Exploratory factor analysis (PAF) with oblique rotation did not produce an interpretable factor structure. Using
clinical judgment and item elimination, 35 items from the original 52 were retained but no meaningful interpretation
could be made except that a single factor emerged as the best description of this scale ( Merrell, 2011 ).
Criterion/Predictive
Merrell (2011) reported use of the SEARS-C and SEARS-A as intervention outcome predictor in studies con-
ducted during their development. For example, Harlacher and Merrell (2010) demonstrated that the SEARS-C
can detect treatment gains when assessing the effectiveness of the Strong Kids Social and Emotional Learning
(SEL) program for elementary aged students ( Merrell, Carrizales, Feuerborn, Gueldner, & Tran, 2007 ).
SEARS-A
Validity
Convergent/Concurrent
Two studies correlating the SEARS-A with the Social Skills Rating System ( Gresham & Elliot, 1990 ) and the
Student Life Satisfaction Scale ( Huebner, 1991 ) with samples of high school students resulted in positive correla-
tions of .49 ( N5259) and .48 ( N5253) respectively.
Divergent/Discriminant
No evidence of divergent/discriminant validity is currently available.
Construct/Factor Analytic
Exploratory principal axis factor analysis with oblique rotation was carried out using a sample of 2356 adoles-
cents. A Scree test ( Cattell, 1978; Cattell & Vogelmann, 1977 ) suggested four factors, resulting in a 35 item scale.
Confirmatory factor analysis supported the four factors (labeled: Self-Regulation, Social Competence, Empathy
and Responsibility) with CFI 5.87, RMSEA 5.05 and SRM R5.06.
Criterion/Predictive
The SEARS-A was found to be predictive of adolescent self-perceptions of social /C0emotional assets after partic-
ipation in a social emotional learning program (for at-risk high school students) (Merrell et al., 2010).
SEARS-T
Validity
Convergent/Concurrent
The SEARS-T correlates positively with two established strength-based teacher /C0informant child behavior rat-
ing scales, namely (.82) with the social skills scale of the parent rating form of the Social Skills Rating Scale
(SSRS; Gresham & Elliot, 1990 ), and (.90) with the peer relations subscale of the School Social Behavior Scales
(SSBS-2; Merrell, 2002; Merrell et al., 2011 ).310 11. MEASURES OF RESILIENCY
III. EMOTION REGULATION