Strength-Based Assessment of Rural African American Early Adolescents: Characteristics of Students in High and Low Groups on the Behavioral and Emotional Rating Scale

Abstract

Early adolescents' strengths were examined in relation to factors that are associated with developmental risk or resilience in two rural low-income southern communities. The sample was comprised 279 students (101 boys, 178 girls), all of whom were African American and reflected the public school attendance of this community. Parent reports on the Behavioral and Emotional Rating Scale (BERS) were used to assess strengths. BERS scores were examined in relation to academic, behavioral, and social characteristics of participants. For girls, total strength scores on the BERS were positively associated with indices of high competence and negatively associated with problematic characteristics. For boys, high and low total strength scores differentiated between youth who did and did not have risks associated with externalizing behavior problems. The results are discussed in terms of their implications for assessment and prevention.

Are Strengths the Solution? An Exploration of the Relationships among Teacher-rated Strengths, Classroom Behaviour, and Academic Achievement of Young Students

“…This finding confirms those of previous studies that showed that strengths in some domains are related to positive outcomes in other settings (Farmer et al, 2005;Lyons et al, 2000). As well, the significant correlations observed between behaviour ratings, peer relationships, and academic achievement are supported by a line of research that has examined influences on academic achievement.…”

“…Assumed outcomes of a strengths-based approach are improvements in school engagement, achievement, pro-social classroom behaviour, and reductions in bullying and victimization (Anderson, Rawana, Brownlee, & Whitley, 2009;Donnon, Hammond, & Charles, 2003;Katz & McCluskey, 2003). Recent research has supported the relationships between these constructs (Albrecht & Braaten, 2008;Anderson et al, 2009;Donnon & Hammond, 2007;Farmer et al, 2005).…”

An International Assessment of the Emotional and Behavioral Strengths of Youth

“…The value of a strength-based perspective extends well beyond the assessment and support of child and youth with special educational needs and may also be relevant to the prevention of later accumulated problems (Farmer et al 2005). An instrument such as the BERS-2 that is based on strengths offers a positive starting point for teachers and parents for planning interventions aimed to prevent later problems of children.…”

“…Overall these measures possess very good psychometric properties and are useful in identifying children for services. While these scales are useful in identifying children in need of specialized services, they may not be helpful in describing the child or developing a child's support or treatment plan (Albrecht and Braaten 2008;Cox 2006;Drolet et al 2007;Farmer et al 2005;Furlong et al 2007;Rhee et al 2001).…”

Convergent Validity of the Strength-Based Behavioral and Emotional Rating Scale with Youth in a Residential Setting

“…Studies of the convergent validity of the BERS-2 with primary grade students, 19 students with special education needs, 20 and kindergarten students 21 as well as Hispanic 22 and African-American youth 23 indicate that the instrument adequately operationalizes the construct of behavioral and emotional strengths. However, there are no known studies of internal consistency or convergent validity with residential group care populations.…”