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Comparing Behavioral and Emotional Strengths of Students with and without Emotional Disturbance
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Lambert, Matthew C.; January, Stacy-Ann A.; Gonzalez, Jorge E.; Epstein, Michael H.; Martin, Jodie – Journal of Psychoeducational Assessment, 2021
The present study investigated evidence of the construct validity of scores from the Behavioral and Emotional Rating Scale (BERS-3), which is a multi-informant assessment designed to measure the behavioral and emotional strengths of school-aged youth. The purpose of this research was to evaluate the degree to which BERS-3 scores differed between…
Descriptors: Behavior Rating Scales, Test Validity, Construct Validity, Student Behavior
Behavioural and Emotional Strengths of Sociometrically Popular, Rejected, Controversial, Neglected, and Average Children
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Rytioja, Marleene; Lappalainen, Kristiina; Savolainen, Hannu – European Journal of Special Needs Education, 2019
Many behavioural and emotional characteristics are associated with children's peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and…
Descriptors: Peer Acceptance, Rejection (Psychology), Peer Relationship, Elementary School Students
Understanding Aggression through Attachment and Social Emotional Competence in Korean Middle School Students
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You, Sukkyung; Kim, Ann Y. – School Psychology International, 2016
In recent years, increase in adolescent crime in the Republic of Korea has put adolescent aggression in the spotlight. This study examines whether the quality of attachment to parents and peers influences aggressive behaviors and whether social emotional competencies serve as significant mediators for middle school students. These relationships…
Descriptors: Foreign Countries, Aggression, Middle School Students, Early Adolescents
The Relationship between Family Education and Support Services and Parent and Child Outcomes over Time
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Kutash, Krista; Garraza, Lucas Godoy; Ferron, John M.; Duchnowski, Albert J.; Walrath, Christine; Green, Amy L. – Journal of Emotional and Behavioral Disorders, 2013
The purpose of the current study is to contribute to the knowledge base on the use of family education and support (FES) services by examining the longitudinal trajectories of FES receipt and multiple domains of child and family functioning. Using an extant data set of more than 9,000 youth and their caregivers, results indicate that families who…
Descriptors: Correlation, Family Programs, Social Support Groups, Stress Variables
An International Assessment of the Emotional and Behavioral Strengths of Youth
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Lappalainen, Kristiina; Savolainen, Hannu; Kuorelahti, Matti; Epstein, Michael H. – Journal of Child and Family Studies, 2009
The assessment of emotional and behavioral strengths has been identified as an important part of the assessment process for children referred for specialized services. The Behavioral and Emotional Rating Scale-2 (BERS-2; Epstein, Behavioral and Emotional Rating Scale: a strength-based approach to assessment. PRO-Ed, Austin, TX, 2004) was developed…
Descriptors: Behavior Rating Scales, Measures (Individuals), Foreign Countries, Psychometrics
Use and Predictors of Out-of-Home Placements within Systems of Care
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Farmer, Elizabeth M. Z.; Mustillo, Sarah; Burns, Barbara J.; Holden, E. Wayne – Journal of Emotional and Behavioral Disorders, 2008
This article examines out-of-home placements for youth with mental health problems in community-based systems of care. Longitudinal data come from the national evaluation of the Comprehensive Community Mental Health Services for Children and Their Families Program. One third of youth residing at home when they enrolled in the system of care were…
Descriptors: Placement, Youth, Institutionalized Persons, Social Services