An International Assessment of the Emotional and Behavioral Strengths of Youth

Abstract

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 as a standardized, normreferenced instrument to measure strengths of children and youth, and has been found to be a psychometrically sound instrument. We determined the psychometric characteristics of the BERS-2 with a Finnish sample. The BERS-2 was translated in Finnish and 608 Finnish 9th graders filled in the self-evaluation. Results showed that the five subscales of BERS-2 have good reliability and formed a strong strength index. In general, females scored higher than males and special education students scored lower than non-special education students. This study suggests that the translated version of BERS-2 is a valid and reliable instrument in Finland.

Parent, Teacher and Student Cross Informant Agreement of Behavioral and Emotional Strengths: Students With and Without Special Education Support

“…In the first study, Lappalainen et al (2009), found that the Finnish BERS-2 factor structure was similar to the original structure reported in the US and had acceptable internal consistency. In another study investigating reliability of the Finnish BERS-2 moderate to large correlations were reported between teachers and students and that higher agreement was achieved on externalizing than internalizing behaviors (Sointu et al forthcoming).…”

“…With the obvious need of strength-based assessment in Finland, the BERS-2 was translated into Finnish. Preliminary research by Lappalainen et al (2009) with a sample of 608 Finnish high school students replicated the original BERS-2 factor structure in the Finnish sample and reported acceptable internal consistency with Cronbach alphas ranging from .71 to .93. In another study of 275 Finnish fifth grade students, moderate to large cross informant agreement ranging from .35 to .51 were found between student and teacher BERS-2 assessments (Sointu et al forthcoming).…”

“…Internationally, for example, in Scandinavian and in most European countries the orientation in schools to assess students' strengths has received increasing interest (see e.g., Lappalainen et al 2009;Obel et al 2004;Rothenberger and Woerner 2004). In Finland, the movement to a strength-based assessment model can be seen in legislation, government reports and core curricula all emphasizing that students strengths should be taken into account and supported especially in special education support systems (Finnish Law 642/2010;Finnish Ministry of Education 2007;Finnish National Board of Education 2010).…”

Pre-school socio-emotional behaviour and its correlation to self-perceptions and strengths of young adults

“…Collaboration with parents, especially those of children who have socio-emotional behaviour problems, should begin with an analysis of the child's strengths, which each and every child undoubtedly has. This may offer important assistance in reaching some of the parents who might otherwise be defensive and unwilling to co-operate (Epstein et al 2008;Lappalainen et al 2009). …”

“…Researchers have particularly highlighted the critical role of socio-emotional development in school readiness and in accurate identification and interventions of children's socio-emotional competence for improving developmental outcomes and well-being (Chen 2006;Epstein et al 2008;Greenfiled, Iheoma and Munis 2004;Holland and Merrell 1998;Squires et al 2001). In Finland, there have been rising concerns for the early screening of the socio-emotional development of the child as well (Lappalainen et al 2009). The Finnish education system has three levels: basic education, comprising primary and lower secondary levels; upper secondary education and training; and higher education.…”