open access
메뉴
open access
메뉴
E-ISSN : 2733-4538
This study validated the newly developed Social-Emotional, Evidence-based Developmental Strengths (SEEDS) Questionnaire. The SEEDS Questionnaire is the first questionnaire to comprehensively measure the social-emotional, evidence-based developmental strengths areas that have been found to be the most effective areas for reducing mental health problems in children and adolescents. A total of 1,033 Korean students in elementary through high school completed the SEEDS Questionnaire and validity measures. Factor analysis results supported the SEEDS Questionnaire 13-factor structure. The 3-factor higher-order Cognitive-Behavioral-Interpersonal model was also supported. Reliability and validity of all scale scores were also supported. The SEEDS subscales correlated significantly with externalizing and internalizing symptoms (including anxiety, depression, and anger) and with positive affect. These results highlight the role that the SEEDS Questionnaire may play in not only helping to reduce mental health problems, but also increasing well-being and positive engagement in children and adolescents’ lives. Study limitations and implications for enhancing support services in school and clinical settings via this new assessment are discussed.
Aarons, G. A., Wells, R. S., Zagursky, K., Fettes, D. L., & Palinkas, L. A. (2009). Implementing evidence-based practice in community mental health agencies: A multiple stakeholder analysis. American Journal of Public Health, 99, 2087-2095.
Abdi, B. (2010). Gender differences in social skills, problem behaviours and academic competence of Iranian kindergarten children based on their parent and teacher ratings. Procedia-Social and Behavioral Sciences, 5, 1175-1179.
Achenbach, T. M. (1991). Integrative guide for the 1991 CBCL/4-18, YSR and TRF profiles. Burlington, VT: Department of Psychiatry, University of Vermont.
Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms & profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families.
Alfano, C. A., Beidel, D. C., & Turner, S. M. (2002). Cognition in childhood anxiety: Conceptual, methodological, and developmental issues. Clinical Psychological Review, 22, 1209-1238.
Becker, K. D., Brandt, N. E., Stephan, S. H., & Chorpita, B. F. (2014). A review of educational outcomes in the children’s mental health treatment literature. Advances in School Mental Health Promotion, 7, 5-23.
Becker, K. D., Chorpita, B. F., & Daleiden, E. L. (2011). Improvement in symptoms versus functioning: How do our best treatments measure up? Administration and Policy in Mental Health and Mental Health Services Research, 38, 440-458.
Bentler, P. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246.
Biswas-Diener, R., Kashdan, T. B., & Minhas, G. (2011). A dynamic approach to psychological strength development and intervention. The Journal of Positive Psychology, 6, 106-118.
Brausch, A. M., & Gutierrez, P. M. (2010) Differences in non-suicidal self-injury and suicide attempts in adolescents. Journal of Youth and Adolescence, 39, 233-242.
Brown, T. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford Press.
Browne, M., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testingstructural equation models (pp. 136-159). Newbury Park, CA: Sage.
Burkhardt, J. T., Schröter, D. C., Magura, S., Means, S. N., & Coryn, C. L. (2015). An overview of evidence-based program registers (EBPRs) for behavioral health. Evaluation and Program Planning, 48, 92-99.
Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14, 464-504.
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-offit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233-255.
Chorpita, B. F., Daleiden, E., Ebesutani, C. K., Young, J., Becker, K., Nakamura, B., . . . Starace, N. (2011). Evidence based treatments for children and adolescents: An updated review of indicators of efficacy and effectiveness. Clinical Psychology: Science and Practice, 18, 154-172.
Chorpita, B. F., Daleiden, E. L., Park, A. L., Ward, A. M., Levy, M. C., Cromley, T., . . . Krull, J. L. (2017). Child STEPs in California:A randomized effectiveness trial comparing modular treatment with community implemented treatment for youth with anxiety, depression, conduct problems, or traumatic stress. Journal of Consulting and Clinical Psychology, 85, 13-25.
Chu, B. C., Crocco, S. T., Esseling, P., Areizaga, M. J., Lindner, A. M., & Skriner, L. C. (2016). Transdiagnostic group behavioral activation and exposure therapy for youth anxiety and depression: Initial randomized controlled trial. Behaviour Research and Therapy, 76, 65-75.
Cox, K. F. (2006). Investigating the impact of strength-based assessment on youth with emotional or behavioral disorders. Journal of Child and Family Studies, 15, 278-292.
Dyson, R., & Renk, K. (2006). Freshmen adaptation to university life: Depressive symptoms, stress, and coping. Journal of Clinical Psychology, 62, 1231-1244.
Ebesutani, C. K., & Shin, S. (2014). Knowledge, attitudes, and usage of evidence-based assessment and treatment practices in the Korean mental health system: Current status and future directions. Korean Journal of Clinical Psychology, 33, 875-901.
Epstein, M. H. (2004). Behavioral and emotional rating scale: A strength-based approach to assessment: examiner’s manual. Austin,Texas: Pro-Ed.
Flora, D., & Curran, P. (2004). An empirical evaluation of alternative methods of estimation for confirmatory factor analysis with ordinal data. Psychological Methods, 9, 466-491.
Hecht, D. B., Inderbitzen H. M., & Bukowski, A. L. (1998). The relationship between peer status and depressive symptoms in children and adolescents. Journal of Abnormal Child Psychology, 26, 153-160.
Hektner, J. M., Brennan, A. L., & August, G. J. (2017). Incorporating well-adjusted peers in a conduct problems prevention program:Ealuation of acceptability, fidelity, and safety of implementation. School Mental Health, 9, 66-77.
Hong, C. H. (2004). Validation study of the Korean Emotional Experience Scale. Korean Journal of Clinical Psychology, 23, 771-787.
Jang, S. H. (2014). An analysis on mental health conditions (suicide, depression, stress) of children and adolescents and a study on improvement plans. The Korean Journal of Child Education, 23, 95-110.
Jimerson, S. R., Sharkey, J. D., Nyborg, V., & Furlong, M. J. (2004). Strength-based assessment and school psychology: A summary and synthesis. The California School Psychologist, 9, 9-19.
Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20, 141-151.
Kang, E. J. (2007). Korean children’s mental health status and policy implications. Health and Welfare Policy Forum, 128, 60-72.
Kazdin, A. E. (2002). Research design in clinical psychology (4th Edition). New York, NY: Pearson.
Kim, J. H., Kim, S. S., Lee, D. H., & Ham, K. A. (2014). Validation of K-Adapted Virtue Inventory of Strength. The Korean Journal of Rehabilitation Psychology, 21, 433-452.
Kim, S. Y., Cho, S. M., Lim, K. Y., Chung, Y. K., & Shin, Y. M. (2008). A preliminary study for the perceived need and use of child mental health services. Journal of Korean Neuropsychiatric Association, 47, 59-63.
Kim, K. S., Ha, Y. S., Kim, E. H., Kim, K. J., Han, S. N., & Yang, G. S. (2015). Development and validation of Korean Inventory of Character Strengths for Children (KICS). Research of Elementary Education, 28, 1-25.
Kwon, J. Y. (2014). A preliminary study for validation of the Preschool Behavioral and Emotional Rating Scale with Korean preschool children. Journal of Early Childhood Education, 34, 527-545.
LeBuffe, P. A., Shapiro, V. B., & Naglieri, J. A. (2009). Devereux student strengths assessment. Lewisville, NC: Kaplan Press.
Lim, G. L., Kim, K. N., Tak, J. K., Kim, T. E., Im, G. M., Kim, G. D., . . . Im, S. G. (2015). Construct validity of the Adolescents Strengths Assessment Inventory. Korean Journal of Psychology: General, 34, 185-203.
Lim, S. D., & Jahng, S. M. (2017). Evaluating the accuracy of parallel analysis for determining the number of common factors. Korean Journal of Psychology: General, 36, 441-475.
Lodder, G. M., Scholte, R. H., Cillessen, A. H., & Giletta, M. (2016). Bully victimization: Selection and influence within adolescent friendship networks and cliques. Journal of Youth and Adolescence, 45, 132-144.
Lyons, J. S., Griffin, E., Fazio, M., & Lyons, M. B. (1999). Child and adolescent needs and strengths: An information integration tool for children and adolescents with mental health challenges (CANSMH), manual. Chicago, IL: Buddin Praed Foundation.
Merrell, K. W., Cohn, B. P., & Tom, K. M. (2011). Development and validation of a teacher report measure for assessing socialemotional strengths of children and adolescents. School Psychology Review, 40, 226-241.
Merrell, K. W., Felver-Gant, J. C., & Tom, K. M. (2011). Development and validation of a parent report measure for assessing social-emotional competencies of children and adolescents. Journal of Child and Family Studies, 20, 529-540.
Mervis, B. A. (1998). The use of peer-pairing in schools to improve socialization. Child and Adolescent Social Work Journal, 15, 467-477.
Ministry of Education and Science Technology, Korea Centers for Disease Control and Prevention, & Ministry of Health and Welfare. (2015). Reports on the Korea Youth Risk Behavior Web-based Survey.
Muthén, B., Du Toit, S. H., & Spisic, D. (1997). Robust inference using weighted least squares and quadratic estimating equations in latent variable modeling with categorical and continuous outcomes. Psychometrika, 75, 1-45.
Nakamura, B. J., Chorpita, B. F., Hirsch, M., Daleiden, E., Slavin, L., Amundson, M. J., . . ., & Vorsino, W. M. (2011). Large‐scale implementation of evidence‐based treatments for children 10 years later: Hawaii’s evidence‐based services initiative in children’s mental health. Clinical Psychology: Science and Practice, 18, 24-35.
Newcomb, M. D., & Bentler, P. M. (1988). Impact of adolescent drug use and social support on problems of young adults: A longitudinal study. Journal of Abnormal Psychology, 97, 64-75.
Oh, K. J., Kim, Y. A., Ha, E. H., Lee, H., & Hong, K. E. (2010). Korean version of Youth-Self Report. Seoul, Korea: Huno Inc.
Overskeid, G. (1995). Cognitivist or behaviourist‐Who can tell the difference? The case of implicit and explicit knowledge. British Journal of Psychology, 86, 517-522.
Park, N., Peterson, C., & Seligman, M. E. (2004). Strengths of character and well-being. Journal of Social and Clinical Psychology, 23, 603-619.
Pescosolido, B. A., Jensen, P. S., Martin, J. K., Perry, B. L., Olafsdottir, S., & Fettes, D. (2008). Public knowledge and assessment of child mental health problems: Findings from the national stigma study-children. Journal of the American Academy of Child & Adolescent Psychiatry, 47, 339-349.
PracticeWise. (2014). Evidence-based youth mental health services literature database. Satellite Beach, FL: Author.
Rapee, R. M., & Melville, L. F. (1997). Recall of family factors in social phobia and panic disorder: Comparison of mother and offspring reports. Depression and Anxiety, 5, 7-11.
Rush, Jr., A. J., First, M. B., & Blacker, D. (2009). Handbook of psychiatric measures. Washington, DC: American Psychiatric Pub.
Shapiro, E. S., & Heick, P. F. (2004). School psychologist assessment practices in the evaluation of students referred for social/behavioral/emotional problems. Psychology in the Schools, 41, 551-561.
Shin, H. S., Kim, I. A., & Lyu, J. H. (2004). Current status of school counseling and the necessity of school psychological services perceived by secondary school teachers. The Korean Journal of School Psychology, 1, 53-77.
Song, S. H. (2012). Happiness index for Korean teenagers lowest among OECD states. Korea Herald.
Snow, R. E. (1991). Aptitude-treatment interaction as a framework for research on individual differences in psychotherapy. Journal of Consulting and Clinical Psychology, 59, 205-216.
Southam-Gerow, M. A., Daleiden, E. L., Chorpita, B. F., Bae, C., Mitchell, C., Faye, M., & Alba, M. (2014). MAPping Los Angeles County: Taking an evidence-informed model of mental health care to scale. Journal of Clinical Child & Adolescent Psychology, 43, 190-200.
Weisz, J. R., Chorpita, B. F., Palinkas, L. A., Schoenwald, S. K., Miranda, J., Bearman, S. K., . . . and the Research Network on Youth Mental Health. (2012). Testing standard and modular designs for psychotherapy with youth depression, anxiety, and conduct problems: A randomized effectiveness trial. Archives of General-Psychiatry, 69, 274-282.
Wilson, K. G., Hayes, S. C., & Gifford, E. V. (1997). Cognition in behavior therapy: Agreements and differences. Journal of Behavior Therapy and Experimental Psychiatry, 28, 53-63.
Wood, A. M., Linley, P. A., Maltby, J., Kashdan, T. B., & Hurling, R. (2011). Using personal and psychological strengths leads to increases in well-being over time: A longitudinal study and the development of the strengths use questionnaire. Personality and Individual Differences, 50, 15-19.