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We investigated gender differences of children and adolescents on positive social and emotional competencies using a new strength-based measure of positive social-emotional attributes and resilience-the Social-Emotional Assets and Resilience Scales (SEARS) cross-informant system. Caregivers, teachers, and students in grades kindergarten through 12 from schools across several U.S. states completed SEARS rating scales and self-report forms. Females were consistently rated as having significantly higher total scores on all versions of the SEARS assessment system (p < .01), indicating consistent perceptions of females' higher levels of social-emotional competencies by all raters. These differences were not impacted by the grade students were in or the gender of the parent or teacher rater. Implications of these findings and future directions are discussed. C 2011 Wiley Periodicals, Inc.

Based on the premises that strength-based assessment of children and adolescents is an important emerging area, and that additional tools for this purpose are needed, this study details development and validation efforts on a new strength-based assessment: the SocialEmotional Assets and Resilience Scale, parent form (SEARS-P). Following careful development of a comprehensive research prototype assessment, a large and diverse nationwide sample of more than 2,000 ratings of schoolage children and adolescents were obtained from their parents and other caregivers. Factor analytic procedures revealed a robust and replicable underlying factor structure, including Self-Regulation/Responsibility, Social Competence, and Empathy factors. The factor scores and total score of the SEARS-P were shown to have strong internal consistency reliability, as well as strong interrater reliability between mother-father pairs who rated the same child. Convergent construct validity of the SEARS-P was established through findings of significant correlations with two established strength-based rating scales for use by parents. Construct validity of the SEARS-P was further bolstered through findings of significant gender differences in scores (with females rated as having higher levels of competency than males), as well as significant differences in scores based on educational disability status. Limitations and future research needs are discussed, as are implications of this study for research and practice with children and families.

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