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Assessing strengths and difficulties in social development: a comparison of the Social Emotional Assessment Measure (SEAM) with two established developmental psychopathological questionnaires

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Assessing strengths and difficulties in social development : a comparison of the Social Emotional Assessment Measure (SEAM) with two established developmental psychopathological questionnaires. / Sjoe, Nina Madsen; Kiil, Astrid; Bleses, Dorthe; Dybdal, Line; Kreiner, Svend; Jensen, Peter.

In: European Journal of Developmental Psychology, Vol. 17, No. 1, 01.2020, p. 103-122.

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Sjoe, Nina Madsen ; Kiil, Astrid ; Bleses, Dorthe ; Dybdal, Line ; Kreiner, Svend ; Jensen, Peter. / Assessing strengths and difficulties in social development : a comparison of the Social Emotional Assessment Measure (SEAM) with two established developmental psychopathological questionnaires. In: European Journal of Developmental Psychology. 2020 ; Vol. 17, No. 1. pp. 103-122.

Bibtex

@article{13c6093769164693812004b63a8fc2b5,
title = "Assessing strengths and difficulties in social development: a comparison of the Social Emotional Assessment Measure (SEAM) with two established developmental psychopathological questionnaires",
abstract = "In both basic research and applied domains, the prevailing paradigm for assessing social development has shifted from deficit-oriented measures to strength-based assessments or a combination. However, it is not yet clear the extent to which strength-based assessment reflects one end of a single dimension of children{\textquoteright}s socio-emotional skills, or a distinctly different dimension from a problem-focused examination. This validation study compares the Social Emotional Assessment Measure (SEAM) with two well-known psychopathological questionnaires (the Caregiver-Teacher Report Form; C-TRF and the Strengths and Difficulties Questionnaire; SDQ-T. We explore the relations between and the variation of the three questionnaires{\textquoteright} scores based on a low-risk sample of 2−5-year-old Danish children (n = 291). The SEAM Empathy Index is directly and positively related to the SDQ-T Prosocial subscale, while the SEAM Self-regulation & Cooperation Index is directly and negatively related to the SDQ-T Conduct problems subscale and the C-TRF Aggressive behaviour and Attention problems subscales. The variation in the SEAM indexes at the floor of the problem-based scales appears to reflect that strength-based assessments measure a distinct aspect of behaviour that is not identical to absence of problem-based behaviour. Thus, positive and negative aspects of socio-emotional skills are not entirely on the same dimension, and strength-based assessment improves the range of information. Abbreviations: Child Behavior Checklist: CBCL; Social Emotional Assessment Measure: SEAM; Strengths and Difficulties Questionnaire: SDQ.",
keywords = "assessment, CBCL, preschool, SDQ, SEAM, strength-based",
author = "Sjoe, {Nina Madsen} and Astrid Kiil and Dorthe Bleses and Line Dybdal and Svend Kreiner and Peter Jensen",
year = "2020",
month = jan,
doi = "10.1080/17405629.2018.1540975",
language = "English",
volume = "17",
pages = "103--122",
journal = "European Journal of Developmental Psychology",
issn = "1740-5629",
publisher = "Routledge",
number = "1",

}

RIS

TY - JOUR

T1 - Assessing strengths and difficulties in social development

T2 - a comparison of the Social Emotional Assessment Measure (SEAM) with two established developmental psychopathological questionnaires

AU - Sjoe, Nina Madsen

AU - Kiil, Astrid

AU - Bleses, Dorthe

AU - Dybdal, Line

AU - Kreiner, Svend

AU - Jensen, Peter

PY - 2020/1

Y1 - 2020/1

N2 - In both basic research and applied domains, the prevailing paradigm for assessing social development has shifted from deficit-oriented measures to strength-based assessments or a combination. However, it is not yet clear the extent to which strength-based assessment reflects one end of a single dimension of children’s socio-emotional skills, or a distinctly different dimension from a problem-focused examination. This validation study compares the Social Emotional Assessment Measure (SEAM) with two well-known psychopathological questionnaires (the Caregiver-Teacher Report Form; C-TRF and the Strengths and Difficulties Questionnaire; SDQ-T. We explore the relations between and the variation of the three questionnaires’ scores based on a low-risk sample of 2−5-year-old Danish children (n = 291). The SEAM Empathy Index is directly and positively related to the SDQ-T Prosocial subscale, while the SEAM Self-regulation & Cooperation Index is directly and negatively related to the SDQ-T Conduct problems subscale and the C-TRF Aggressive behaviour and Attention problems subscales. The variation in the SEAM indexes at the floor of the problem-based scales appears to reflect that strength-based assessments measure a distinct aspect of behaviour that is not identical to absence of problem-based behaviour. Thus, positive and negative aspects of socio-emotional skills are not entirely on the same dimension, and strength-based assessment improves the range of information. Abbreviations: Child Behavior Checklist: CBCL; Social Emotional Assessment Measure: SEAM; Strengths and Difficulties Questionnaire: SDQ.

AB - In both basic research and applied domains, the prevailing paradigm for assessing social development has shifted from deficit-oriented measures to strength-based assessments or a combination. However, it is not yet clear the extent to which strength-based assessment reflects one end of a single dimension of children’s socio-emotional skills, or a distinctly different dimension from a problem-focused examination. This validation study compares the Social Emotional Assessment Measure (SEAM) with two well-known psychopathological questionnaires (the Caregiver-Teacher Report Form; C-TRF and the Strengths and Difficulties Questionnaire; SDQ-T. We explore the relations between and the variation of the three questionnaires’ scores based on a low-risk sample of 2−5-year-old Danish children (n = 291). The SEAM Empathy Index is directly and positively related to the SDQ-T Prosocial subscale, while the SEAM Self-regulation & Cooperation Index is directly and negatively related to the SDQ-T Conduct problems subscale and the C-TRF Aggressive behaviour and Attention problems subscales. The variation in the SEAM indexes at the floor of the problem-based scales appears to reflect that strength-based assessments measure a distinct aspect of behaviour that is not identical to absence of problem-based behaviour. Thus, positive and negative aspects of socio-emotional skills are not entirely on the same dimension, and strength-based assessment improves the range of information. Abbreviations: Child Behavior Checklist: CBCL; Social Emotional Assessment Measure: SEAM; Strengths and Difficulties Questionnaire: SDQ.

KW - assessment

KW - CBCL

KW - preschool

KW - SDQ

KW - SEAM

KW - strength-based

UR - http://www.scopus.com/inward/record.url?scp=85056085522&partnerID=8YFLogxK

U2 - 10.1080/17405629.2018.1540975

DO - 10.1080/17405629.2018.1540975

M3 - Journal article

AN - SCOPUS:85056085522

VL - 17

SP - 103

EP - 122

JO - European Journal of Developmental Psychology

JF - European Journal of Developmental Psychology

SN - 1740-5629

IS - 1

ER -