CYRM-28 SAMPLE ITEMS
Individual
Individual: Individual personal skills
13. I am able to solve problems without harming
myself or others (for example by using drugs and/or
being violent)
Individual: Individual peer support
18. My friends stand by me during difficult times
Individual: Individual social skills
25. I have opportunities to develop skills that will be
useful later in life (like job skills and skills to care for
others)
Relationship with Primary Caregiver
Caregiver: Physical Care giving
7. If I am hungry, there is enough to eat
Caregiver: Psychological Care giving
17. My caregiver(s) stand(s) by me during difficult timesContext
Context: Spiritual
9. Spiritual beliefs are a source of strength for me
Context: Education
16. I feel I belong at my school
Context: Cultural
19. I am treated fairly in my community
Notes : Items are rated on a 5-point Likert-type scale
ranging from: 1 5‘Does not describe me at all’ to
55‘Describes me a lot’.
The CYRM-28 Manual is available from the authors
who recommend creating a local community focus
group to assure that the assessment is meaningful to
that community.
The CYRM-28 is available from the website: www.
resilienceresearch.org (Retrieved May 31, 2014).
Reproduced with permission.
Social/C0emotional Assets and Resiliency Scales (SEARS)
(Merrell, 2011 ).
Variable
Strength-based social /C0emotional assessments for children and adolescents have been developed as a set of
cross-informant measures in order to incorporate perspectives of the student, teacher, and parent(s) ( Merrell,
2008). As part of the Oregon Resiliency project, a goal of this group of researchers was to move assessment
toward a more strength-based approach, consistent with best practice in school psychology, allowing for smooth
transition from assessment to intervention practices (e.g., Tom et al., 2009 ).
Description
This multi-informant system is comprised of four self-report scales, including the teacher (SEARS-T), parent
(SEARS-P), child (SEARS-C), and adolescent (SEARS-A) versions, of which the SEARS-T has 41-items, the
SEARS-P has 39 items, and both youth versions have 35 items each. Of the youth rating scales, the SEARS-C is
used for grades 3 through 6 and the SEARS-A for grades 7 through 12 ( Merrell, 2011 ). All items are scaled posi-
tively so that a higher score reflects a higher number of assets/greater resilience. Each form uses a 4-point rating
scale. Whereas the SEARS-C has a unitary factor structure, the SEARS-T and SEARS-A both additionally provide
four subscale scores, and the SEARS-P provides three subscale scores, which represent their underlying factor
structures (discussed subsequently). Each version of the SEARS includes items related to the following character-
istics of resilience: Responsibility, Self-Regulation, Social Competence, and Empathy. Though the items for each
are similar (see examples below), they differ according to developmental level, setting for rating, and context of
the rating. The SEARS-T and SEARS-A yield scores that represent this underlying factor structure, whereas the
SEARS-P provides three scores with Responsibility and Self-Regulation collapsed into one factor ( Merrell, 2011 ;
2012).
Sample
The initial sample comprised 903 children in Grades 3 to 6 (49% female, 51% male). The sample for the
SEARS-A consisted of 714 participants in Grades 7 to 12 (equal number of males and females). The SEARS-T308 11. MEASURES OF RESILIENCY
III. EMOTION REGULATION