The Social-Emotional Assets and Resilience Scales (SEARS)

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The Social-Emotional Assets and Resilience Scales (SEARS) were developed at the University of Oregon and are sold by Psychological Assessment Resources (PAR). They measure responsibility, self regulation, social competence, and empathy, and contain both long and short forms for K-12 students, parents, and teachers. The forms are often used for progress monitoring and program evaluations. PAR sells the forms in English and Spanish, and they have also been translated into Chinese and Portuguese.

Content

Topics
Student Well-Being and Mental Health
Tags
Social and emotional learning
Grades
Kindergarten,
4,
2nd Grade,
3rd Grade,
4th Grade,
5th Grade,
6th Grade,
7th Grade,
8th Grade,
9th Grade,
10th Grade,
11th Grade,
12th Grade
Languages
English
Spanish
Chinese
Other Language/s
Portuguese
Respondent
Student
Teacher
Parent

Administration Information

Length
20 minutes
Qualifications

Psychological Assessment Resources (PAR) Qualification Level B

Administration
Computer
Paper
Timed
No

Access and Use

Price

View pricing guide here: https://www.parinc.com/Products/Pkey/406

Contact

https://www.parinc.com/PAR_Support

Link
https://www.parinc.com/Products/Pkey/406
Open Access
No
Use in Research

Blalock, S. M., Lindo, N., & Ray, D. C. (2019). Individual and group child‐centered play therapy: Impact on social‐emotional competencies. Journal of Counseling & Development, 97(3), 238-249. https://doi.org/10.1002/jcad.12264

Cheng, Y. J., & Ray, D. C. (2016). Child-centered group play therapy: Impact on social-emotional assets of kindergarten children. The Journal for Specialists in Group Work, 41(3), 209-237. https://doi.org/10.1080/01933922.2016.1197350

Ray, D. C., Angus, E., Robinson, H., Kram, K., Tucker, S., Haas, S., & McClintock, D. (2020). Relationship between adverse childhood experiences, social-emotional competencies, and problem behaviors among elementary-aged children. Journal of Child and Adolescent Counseling, 6(1), 70-82. https://doi.org/10.1080/23727810.2020.1719354

Romer, N., Ravitch, N. K., Tom, K., Merrell, K. W., & Wesley, K. L. (2011). Gender differences in positive social–emotional functioning. Psychology in the Schools, 48(10), 958-970. https://doi.org/10.1002/pits.20604

Psychometrics

Scoring
Computer scoring
Referencing
Criterion-referenced
Norm-referenced
Psychometric References

Merrell, K. W., Felver-Gant, J. C., & Tom, K. M. (2011). Development and validation of a parent report measure for assessing social-emotional competencies of children and adolescents. Journal of Child and Family Studies, 20(4), 529-540. https://doi.org/10.1007/s10826-010-9425-0

Merrell, K. W., Cohn, B. P., & Tom, K. M. (2011). Development and validation of a teacher report measure for assessing social-emotional strengths of children and adolescents. School Psychology Review, 40(2), 226-241. https://doi.org/10.1080/02796015.2011.12087714

Nese, R. N., Doerner, E., Romer, N., Kaye, N. C., Merrell, K. W., & Tom, K. M. (2012). Social Emotional Assets and Resilience Scales: Development of a strength-based short-form behavior rating scale system. Journal for Educational Research Online, 4(1), 124-139. https://www.pedocs.de/volltexte/2013/7054/pdf/JERO_2012_1_Nese_et_al_Social_emotional_assets.pdf

Romer, N., & Merrell, K. W. (2013). Temporal stability of strength-based assessments: Test–retest reliability of student and teacher reports. Assessment for Effective Intervention, 38(3), 185-191. https://doi.org/10.1177/1534508412444955

YUE, Y.-Y. (2019). Reliability and Validity of the Chinese Version of the Teacher Form of Social Emotional Assets and Resilience Scales for Children. DEStech Transactions on Economics, Business and Management, (ICAEM). https://doi.org/10.12783/dtem/icaem2019/31118

Item Type
Likert