Strength-Based Assessment of African-American Adolescents with Behavioral Disorders

2003 ◽  
Vol 96 (2) ◽  
pp. 667-673 ◽  
Author(s):  
Philip Friedman ◽  
Karen A. Friedman ◽  
Virginia Weaver
Keyword(s):  
African American ◽  
Behavioral Disorders ◽  
Behavioral Problems ◽  
Family Life ◽  
Rating Scale ◽  
African American Adolescents ◽  
School Activities ◽  
Strength Based ◽  
Emotional Rating

The study examined consistencies and differences between 60 parents and their adolescent children with behavioral problems when rating the adolescents' strengths. The parents and teenagers agreed on most of the strength categories of the Behavior and Emotional Rating Scale. However, caretakers rated the adolescents as more involved in family life, while the adolescents rated themselves as more involved in school activities.

Strength-Based Assessment of Rural African American Early Adolescents: Characteristics of Students in High and Low Groups on the Behavioral and Emotional Rating Scale

2005 ◽  
Vol 14 (1) ◽  
pp. 57-69 ◽  
Author(s):  
Thomas W. Farmer ◽  
Jason T. Clemmer ◽  
Man-Chi Leung ◽  
Jennifer B. Goforth ◽  
Jana H. Thompson ◽  
...  
Keyword(s):  
African American ◽  
Rating Scale ◽  
Early Adolescents ◽  
Strength Based ◽  
Emotional Rating

Behavioral Problems and Psychosocial Strengths: Unique Factors Contributing to the Behavioral Profile of Youth With Down Syndrome

2018 ◽  
Vol 123 (3) ◽  
pp. 212-227 ◽  
Author(s):  
Lisa M. Dieleman ◽  
Sarah S.W. De Pauw ◽  
Bart Soenens ◽  
Geert Van Hove ◽  
Peter Prinzie
Keyword(s):  
Down Syndrome ◽  
Problem Behaviors ◽  
Family Involvement ◽  
Behavioral Problems ◽  
Child Behavior Checklist ◽  
Rating Scale ◽  
Behavioral Profile ◽  
Developmental Age ◽  
Confirmatory Factor ◽  
Emotional Rating

Abstract This study aimed to describe problem behaviors and psychosocial strengths, examine the problem-strength interrelations, and evaluate profiles of problems and strengths in youth with Down syndrome (DS). The community-based sample consisted of 67 parents of children with DS aged between 4 and 19 years. Parents reported about the developmental age (Vineland screener), behavioral problems (Child Behavior Checklist), and psychosocial strengths (Behavioral and Emotional Rating Scale) of their child. Results indicate that attention, social, and thought problems were most prevalent, whereas family involvement and receiving/expressing affection were identified as strengths. A confirmatory factor analysis identified problems and strengths as distinct, yet related, variables. Moreover, a cluster analysis of problems and strengths identified four different profiles. Implications for interventions are discussed.

The Relation of Severity and Type of Community Violence Exposure to Emotional Distress and Problem Behaviors Among Urban African American Adolescents

2015 ◽  
Vol 30 (3) ◽  
pp. 432-449 ◽  
Author(s):  
Jonathan Goldner ◽  
Israel M. Gross ◽  
Maryse H. Richards ◽  
Brian L. Ragsdale
Keyword(s):  
African American ◽  
Problem Behaviors ◽  
Community Violence ◽  
Emotional Distress ◽  
Low Income ◽  
Behavioral Problems ◽  
Violence Exposure ◽  
Principal Component ◽  
African American Adolescents ◽  
Posttraumatic Stress Disorder Symptoms

Severity level and type of exposure to community violence were examined to determine their effect on emotional distress and problem behaviors among 234 low-income urban African American early adolescents. There were 4 violence exposure scales developed from a principal component analysis of the Richters and Martinez (1993) exposure to violence scale: moderate and severe witnessing and moderate and severe victimization. Regression analyses indicated that moderate victimization was the most consistent predictor of emotional distress and behavioral problems, whereas moderate witnessing did not relate to any of the dependent variables. Severe victimization predicted depression and delinquency, whereas severe witnessing predicted posttraumatic stress disorder symptoms and delinquency. Witnessing and victimization scales based on severity of exposure better represented the experience than combining all data into a single exposure or simply witnessing and victimization scales.

The Development and Validation of a Scale to Assess the Emotional and Behavioral Strengths of Children and Adolescents

1999 ◽  
Vol 20 (5) ◽  
pp. 258-262 ◽  
Author(s):  
Michael H. Epstein
Keyword(s):  
Social Services ◽  
Rating Scale ◽  
Pilot Studies ◽  
Family Services ◽  
Strength Based ◽  
Valid Instrument ◽  
Validity Studies ◽  
Nationally Representative ◽  
Development And Validation ◽  
Emotional Rating

Strength-based assessment has received considerable attention from parents and professionals in child welfare, family services, education, mental health, and other social services. The Behavioral and Emotional Rating Scale: A Strength-Based Approach to Assessment was developed to provide parents and professionals with a standardized, norm-referenced, reliable, and valid instrument to measure strengths. Several pilot studies were conducted to establish the validity of the scale prior to the scale being normed on a nationally representative sample. The purpose of the present article is to report on these validity studies.

The Behavioral and Emotional Rating Scale: Long Term Test-Retest Reliability

2001 ◽  
Vol 26 (4) ◽  
pp. 314-320 ◽  
Author(s):  
Michael H. Epstein ◽  
Melody A. Hertzog ◽  
Robert Reid
Keyword(s):  
General Education ◽  
Rating Scale ◽  
Time Frame ◽  
Assessment Instrument ◽  
Retest Reliability ◽  
Strength Based ◽  
Report Data ◽  
Test Retest Reliability ◽  
Emotional Rating

Most assessment is conducted from a deficit perspective and is intended to identify deficits, problems, and pathologies of the individuals who are assessed. However, deficit-based assessment may present a biased picture that limits or ignores a child's strengths. In this article we report data on long-term (6-month) test-retest reliability of the Behavior and Emotional Rating Scale (BERS), which is a strength-based assessment instrument. Participants included 95 randomly selected children from general education classrooms and 26 children identified as having or being at risk for emotional or behavioral disorders. Moderate to high test-retest correlations ranging from .527 to .787 were found across the instrument's subscales. Moreover, the lack of significant differences between ratings indicate that rater drift did not occur. Results suggest that BERS scores are stable over a 6-month time frame. Implications for the use of the BERS are discussed.

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