Webinar Social Emotional Wellbeing Assessments from Pearson … · 2020. 4. 7. · • Can cope with every day challenges and bounce back from disappointments • Develop clear and

Today’s Webinar:Social Emotional Assessments for

Student Wellbeing

Social Emotional Assessments for Student Wellbeing

Resiliency Scales for Children & AdolescentsA Profile of Personal Strengths

Author: Sandra Prince-Embury

Presented by: Valorie O’Keefe

Consultant Psychologist

Pearson Clinical Assessment

What is Resiliency?

“…I can feel the sufferings of millions and yet if I look up into the heavens, I think that it will all come right, that this cruelty too will end, and that peace and tranquillity will return again.”

• Anne Frank• July 15, 1944

• Anne Frank: Diary of a Young Girl

Resilience

• ………is the ability to weather adversity or to bounce back from a

negative experience.

• ………can help explain why some children overcome overwhelming

obstacles while other become victims of their early experiences and

environments

• …………is an aspect of normal development – not just applicable in

adverse circumstances only

Emerging evidence suggests that some youth possess

resilience processes innately

• …….but for others they may need to be taught

What do Resilient Youth look like?

• Appear capable of dealing with stress and pressure

• Can cope with every day challenges and bounce back from

disappointments

• Develop clear and realistic goals

• Solve problems

• Relate comfortably with others

• Treat themselves and others with respect

• Sam Goldstein

• Power of Resilience: Sam Goldstein, at TEDx

Why formalise the assessment of resiliency? Purpose of RSCA:

1. To move away from solely focusing on the evaluation of

symptoms and impairment.

2. To provide a theoretically and empirically sound assessment of core

characteristics of personal resiliency for the purpose of

• Education

• Screening

• Prevention

• Counselling

RSCA Basics

• Three stand-alone scales of 19-24 questions

• Administered together or separately (5 minutes per scale)

• For ages 9-18

• Self Report

• Year 3 Reading Level

• Individual or group administration

• User level ‘B’

Co-normed with the Beck Youth II

The Resiliency Scales:

Data collected: 950 children and adolescents (community and clinical)

Norms based on both age and gender

Raw scores convert to T Scores for each scale:

T Score Descriptor

>60 High

56-59 Above Average

46-55 Average

41-45 Below Average

<40 Low

Sense of Mastery Scale

(3 subscales)

Sense of Relatedness Scale

(4 subscales)

Emotional Reactivity Scale

(3 subscales)

1. Sense of Mastery Scale

A Core characteristic of resiliency, driven by an innate curiosity to learn about the world and our place in it.

3 Subscales (mean = 10, SD = 3)

Optimism Self-Efficacy Adaptability

A positive attitude about our world and about our life currently and in the future

Our approach to obstacles or problems, and a sense that we can master our environment

Flexibility in problem solving, being receptive to criticism, and learning from our mistakes

2. Sense of Relatedness Scale

One of the basic human needs, feeling connected, the capacity to be in a relationship


Sense of Trust Perceived Access to Support

Comfort with others

Tolerance of differences

Perceiving others as reliable and accepting. The degree of being able to be authentic in a relationship.

The belief that there are others to whom we can turn to when dealing with adversity

Ability to be in the presence of others without discomfort or anxiety. Seeing others as a buffer to stressors in life

The belief that we can safely express difference within a relationship

3. Emotional Reactivity Scale

Emotional self-regulation, a set of tools that allow children and adolescents to regulate their own attention, emotions, and behaviour.


Sensitivity Recovery Impairment

The threshold for reaction and the intensity of the reaction: “how easy it is to get upset”

The ability to bounce back from emotional arousal or disturbance: “how long it takes to recover when angry or upset”

The degree to which one can maintain an emotional equilibrium when aroused

Group administration: Two Additional Index Scores

1. The Resource Index

2. The Vulnerability Index

• Used for screening purposes when RSCA is

administered to larger groups.

• Allows for the quick identification of those who

warrant further examination and possible

follow-up.

The Resource Index

The Resource Index (mean = 50, SD = 10)

A way of summarising the positive strengths

available to the individual.

• The standardised average of the Sense of Mastery T score and the

Sense of Relatedness T score, which is derived by gender and age.

• <45 is below average, whereas <41 is low

The Vulnerability Index

The Vulnerability Index (mean = 50, SD = 10)

A discrepancy or imbalance between a person’s

emotional reactivity and perceived personal

resources.

• Is the standardised difference between the Resource Index T score

and the Emotional Reactivity T score, and is derived by gender and

age.

• >55 is above average, and >60 is high.

Case Example

Preston

Preston was seen by the Guidance Counsellor because his marks are

declining and he has been absent frequently. He reports a level of

Emotional Reactivity that is high, an average Sense of Relatedness,

and a low Sense of Mastery. There is a discrepancy between his

expressed Emotional Reactivity and his experience of personal

resources.

This profile may reflect feelings of inadequacy and a tendency toward

emotional reactivity. He has a relative strength in that he may draw

upon his relationships when coping with life circumstances. This

average level of Relatedness bodes well for his ability to benefit from a

counselling relationship.

Mastery Relatedness EmotionalReactivity

T Score: 40• Optimism: 6• Self-Efficacy: 7• Adaptability: 10

T Score: 50• Trust: 11• Support: 9• Comfort: 9• Tolerance: 11

T Score: 62• Sensitivity: 15• Recovery: 12• Impairment: 13

Case Example

Linda

Linda was seen by her Guidance Counsellor after a conflict with her

best friend who she believes talked about her behind her back. Linda’s

profile may suggest that she has resources to assist her in dealing

with her life circumstances, but she may also experience some degree

of emotional reactivity.

It is likely that one or two meetings with the counsellor to talk about

how she might approach the situation may be sufficient intervention. A

discussion might be warranted if Linda appears overly sensitive and

misinterprets actions of her friends on occasion.





Case Example

Joe

Joe was seen by his Guidance Counsellor because his parents are

getting a divorce and he is transferring to another school. Joe’s profile

reflects an above average Sense of Mastery, a high Sense of

Relatedness, and average Emotional Reactivity.

This profile suggests that Joe has resources in several areas with

which to deal with the difficult circumstances of his life.


58 62 48

Clinical Group Studies with the RSCA

Resiliency profiles for varying clinical groups have been researched:• Depressive Disorder• Anxiety Disorder• Conduct Disorder• Bipolar Disorder• Nonspecific Clinical

Sense of Mastery: Depressive disorder group lowest on Optimism, and lowest on Self-Efficacy of all clinical group. Bipolar group lowest on Adaptability of all clinical groups.

Sense of Relatedness: Depressive disorder group lowest in Trust, Support, Comfort, and Tolerance compared to other clinical groups. Conduct Disorder second lowest in all subscales. Conduct Disorder and Bipolar group tied on Tolerance.

Emotional Reactivity: Bipolar group highest in Sensitivity and Impairment. Depressive group highest in Recovery. Conduct Disorder second highest in Impairment.

Case Example: Jennifer, age 15Goal: identify strengths and manage vulnerabilities

Jennifer is in a residential treatment centre and has had previous

hospitalizations and failed treatment attempts for Bipolar and Conduct Disorder.

Her mother has completed Year 10 and lives in the family home. Her father is

absent from her life. Jennifer reports having experienced multiple negative life

events.

Her greatest RSCA strength is her sense of relatedness. Her levels of trust,

support, and comfort are all average.

Self-efficacy and adaptability are low, showing an inability to acknowledge

mistakes and accept help from others. She is vulnerable in her Emotional

Reactivity as she reports high sensitivity and high impairment when upset.





Beck Youth II

Scale

T Score

Depression 65

Anxiety 70

Anger 60

Disruptive

Behaviour

72

Self-Concept 43

Case Example: Jennifer, age 15Goal: identify strengths and manage vulnerabilities

Intervention:

• Medication monitoring and maintenance

• Exploring what situations, people or events typically trigger her

emotional reactivity

• Identifying ways of anticipating and circumventing these triggers.

• Her Sense of Relatedness might indicate that group therapy might

be helpful.

• Low scores on Tolerance indicate a need for training in

assertiveness and conflict resolution as she does not tolerate

expressions of difference or conflict well.

• She will also need to identify goals to achieve to build a sense of

self-efficacy.

• Therapy to increase her ability to acknowledge her own errors and

to accept help from others will be integral.

Other topics covered in the RSCA Manual

1. Clinical Application: more on treatment planning and case studies

2. Resiliency Inquiry and Intervention

3. Exploring relationships resources

4. Identifying strengths

5. Group techniques for managing vulnerability

6. Creating Resilient Classrooms

Pricing

RSCA Complete Kit

• $278.00

• www.pearsonclinical.com.au

Reynolds Bully Victimization ScalesAuthor: William M Reynolds

www.pearsonclinical.com.au

Reynolds Bully Victimization Scales

Some facts: (Survey of 13,000 students in 2002)

•33.2% of students reported being in a physical fight 1 or more times in the last year at school

• In the last month, 1 in 10 males and 1 in 30 females carried a weapon to school (gun, knife, club)

• In the last 12 months, 1 in 11 students had been threatened or injured with a weapon at school

2001 longitudinal study in Australia of 2000 adolescents• In 30% of students suffering from anxiety and depression, the symptoms were related to being bullied at school


The RBVS helps school staff investigate the problem of school violence and the impact it has on students, so that they can better address the problem.


3 stand along assessments, which can be used alone or together:

•Bully Victimization Scale (BVS)•Bully-Victimization Distress Scale (BVDS)•School Violence Anxiety Scale (SVAS)

• Administer in small groups, school wide, or individually• BVS and BVDS for age 8-19, and 7 year olds if good readers• SVAS for ages 10-19• Admin time: 5-10 minutes per scale• Pg 17 manual: school wide screening models•Normed on 3000 students in years 3-12


Bully Victimization Scale (BVS): Measures bullying behaviour and victimization among peers in school settings.

• 46 items• 2 scales on this questionnaire:

1. Bullying Scale: Measures a range of bullying behaviours as well as relational aggression and harassment

2. Victimization Scale: Measures if the student is a victim of peer aggression

Scores:


Bully-Victimization Distress Scale (BVDS): evaluates dimensions of the student’s psychological distress specific to being bullied

1. Externalizing Distress Scale: symptoms are overt behavioural excesses or disturbance, ODD, Conduct Disorder, anger, acting out, violence, etc.

2. Internalizing Distress Scale: depression, anxiety, loneliness, hopelessness, sleep disorders, etc.

3. BVDS Total Scale


School Violence Anxiety Scale (SVAS): Measures student anxiety about school as an unsafe or threatening environment.

• 29 items

1. Cognitive anxiety: worry and fear

2. Physiological anxiety: increased sweating, sleep disturbance

3. Behavioural anxiety: avoidance of stressful or anxiety provoking situations

Score Examples

Case Example:

Pricing

RBVS Complete Kit

• $518.00

• www.pearsonclinical.com.au

Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved.

Authors: Stephen N. Elliott, PhDand

Frank M Gresham, PhD



Quiz Question #1

• What percentage of a child’s life is spent breathing school air from Kinde through to Year 12 if he/she has perfect attendance?

? %

Source:

National Research Council (2001). Knowing what students know: The science and design of

educational assessments. Washington, D.C.: National Academy Press.

48Social Skills & Academic Achievement 2009

13%


Quiz Question #2

• From the list below, which indicator of Year 3 performance is the best predictor of Year 8 end of year achievement?a. Attendance

b. Teacher’s ratings of social skills

c. 3rd grade end of year achievement scores

d. Teacher’s ratings of aggressive behavior

Source: Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo (2000).

Psychological Sciences, 11 (4), 302-306.


B


Final Quiz Question

• It takes ____% of the typical school year to systematicaly teach social skills to 95% of all students.

? %

Source:

Elliott, S. N., & Gresham, F.M. (2008). SSiS Classwide Intervention Program. Minneapolis,

MN: Pearson Assessments


1.2%


CLASSWIDE TOOLS TARGETED TOOLSSSiS Performance Screening Guides SSiS Rating ScalesSSiS Classwide Intervention Program SSiS Intervention Guides

51


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SSiS Performance Screening Guide (PSG)

• 3 levels (PreK, Primary, & Secondary)

• Teacher rating of social skills, motivation, reading, & maths.

• 20-25 mins. to evaluated entire class

• Criterion-referenced

52Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved.

53

Convenient Step-down Booklet Design

Skill definition next to Performance Descriptor

Each level described is color coded for quick and easy

reference

Student names are visible with

alternating grey bars to guide evaluation

process

Column for circling evaluations next to Performance Descriptor

with matching color codes

February 2010 53


54

Performance Evaluation Guide

February 2010 54Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved.

55

Interpretation andActions Guidelines

Students with a 1 in any area & suggested

action

Students with a 2 or 3 in any area &

suggested action

Columns to evaluate each

skill area

Class roster of student names

February 2010 55


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Classwide Intervention Program

• Designed for use by general education teachers

or school counselors in mainstream classrooms.

• Provides teachers with an easy-to-use,

effective, and efficient way to teach 10 of the

most important social skills.

• Three developmental levels in the one manual:

– Preschool/ Kindergarten

– Early Elementary

– Upper Elementary/Middle


57

Curriculum covers the Top 10 Social Skills All Students Need to be Successful!

1. Listens to Others2. Follows Directions3. Follows Classroom Rules4. Ignores Peer Distractions5. Asks for Help6. Takes Turns in Conversations7. Cooperates with Others8. Controls Temper in Conflict

Situations9. Acts Responsibly With Others10. Shows Kindness to Others

• 10 units with 3 lessons per week. A lesson is typically 25-30 minutes.

• Units and lesson plans are structured using a 6-phase instructional approach: (Tell->Show->Do->Practice->Monitor Progress->Generalize)

• Units are supported with Student Booklets, video vignettes, and a number of other resources to support student and parent involvement.

February 2010 57


58

Materials for Teaching Social Skills


59

Social Skills Practice in Varied Settings

February 2010 59


60

Students Monitor Their Own Progress

Students evaluate

their progress

during each lesson


61

Video Clips Provide Positive & Negative Models of Social Behavior

26 video clips to

facilitate discussion &

modeling of skills

February 2010 61


62

Intervention Resourcesprovided on CD


63

Resources to Monitor Student Progress

February 2010 63


64

Resources to Monitor the Integrityof Intervention Implementation

• Intervention Integrity Forms

help teachers adhere to the

instructional plan and provide

a record of the overall quality

of the intervention.

• There are 3 different formats

available on the SSIS Resource

Disc.


TARGETED TOOLSSSiS Rating Scales

SSiS Intervention Guides

February 2010 65


SSiS Rating Scales Overview• The SSiS Rating Scales

– Teacher

– Parent

– student

• Measures: – social skills

– problem behaviors

– academic competence

• Norms:– Age

– gender

66Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved.

Scoring and Reporting

• Hand-Score and Write your own report

• ASSIST Scoring & Reporting Software– Individual

– Multi-rater

– Progress

February 2010 68


ASSIST Score Summary: Single Rater


Intervention Plans from SSIS RS Results

February 2010 70


20 Behavioural Intervention Units for individual or small groups

Communication Behaviors• Takes turns in conversations

• Says please and thank you

• Pays attention to your instructions

Cooperation Behaviors• Follows your directions

• Follows classroom rules

• Ignores classmates when they are distracting

Assertion Behaviors• Expresses feelings when wronged

• Asks for help from adults

• Stands up for others who are treated unfairly

Responsibility Behaviors• Respects the property of others

• Acts responsibly when with others

• Takes responsibility for group activity

Empathy Behaviors

• Tries to comfort others

• Shows concern for others

Engagement Behaviors

• Invites others to join activities

• Joins activities that have already started

• Introduces himself/herself to others

Self-Control Behaviors

• Makes a compromise during a conflict

• Controls emotions when disagreeing with others

• Responds appropriately when pushed or hit


72

Video Clips Provide Positive & Negative Models of Social Behavior

26 video clips to

facilitate discussion &

modeling of skills

February 2010 72


73

Intervention Resourcesprovided on CD

February 2010 73

Australian Study

� 9 primary schools in one district (Brisbane South) in

Queensland

� Three Grades

�2nd: 10 teachers, 176 students

�3rd: 11 teachers, 213 students

�5th: 9 teachers, 147 students

Total 360 students (179 female, 181 male)

� Teachers had 3-4 hours of group training in the use of the two

instruments in the SSiS- Performance Screening Guide and

Rating Scales

75

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Selection of students for Rating Scale

•Equal numbers of students by gender

and performance level (high, medium,

and low) were identified using

stratified random sampling

•178 students (6 per teacher) were

then comprehensively rated by

teacher on frequency of display of

•Prosocial behaviors (46 items)

•Problem Behaviors (29 items)

•Academic Competence (7 items)

78

� Full paper on this research is currently under review with

the School Psychology Quarterly

� Please contact Mike Davies for more information at

[email protected]

Resources

http://www.pearson.com.au

Bounce Back! Workshops: Register at: www.pearsonacademy.com.au

http://andrewfuller.com.au/free-resources/

http://resilientyouth.org.au/ Contact Details

Client Services

1800 882 385


Valorie O’Keefe, BSc, EdS, MAPS (Ed/Dev)

Consultant Psychologist

[email protected]

D: 02 9454 2288

M: 0409 039 144

Thank you

Documents

Webinar Social Emotional Wellbeing Assessments from Pearson … · 2020. 4. 7. · • Can cope with every day challenges and bounce back from disappointments • Develop clear and