Lending "Strength" to the Assessment of Preschool Social-Emotional Health

Autor/inn/en	LeBuffe, Paul A.; Shapiro, Valerie B.
Titel	Lending "Strength" to the Assessment of Preschool Social-Emotional Health
Quelle	In: California School Psychologist, 9 (2004), S.51-61 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-3414
Schlagwörter	Resilience (Psychology); Behavior Problems; Prevention; Mental Health; Behavior Disorders; Pathology; Preschool Children; Comparative Analysis; Measures (Individuals); Reliability; Prediction; Risk; Mental Disorders + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Psychohygiene; Pathologie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten; Reliabilität; Vorhersage; Risiko; Mental illness; Geisteskrankheit
Abstract	This paper compares the advantages of a strength-based perspective to the long-standing pathology-based approach to assessment. Theoretical advantages to strength-based assessment, such as greater compatibility with early prevention efforts and increased acceptance by multiple stakeholders, are suggested. The "Devereux Early Childhood Assessment" ("DECA"), a reliable measure of within-child protective factors in preschoolers, is used to empirically validate the utility of strength-based assessment. The authors found the "DECA" to discriminate between groups of preschoolers with and without emotional and behavior problems, the "DECA" Total Protective Factor Scale to predict group membership just as well as the "DECA" Behavioral Concerns Screener, and the "DECA" assessment of protective factors to predict behavioral concerns as well as a standardized assessment of risk. These empirical findings, combined with the presented theoretical rationale, indicate that a strength-based perspective and the resilience model have great utility for universal use with preschool populations. (Contains 4 tables.) (As Provided).
Anmerkungen	California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10