Heightened by the global Covid-19 pandemic, awareness of the need to monitor youths’ social and emotional health increased. The Social Emotional Health Survey-Secondary-2020 (SEHS-S-2020) is a well-tested option for assessing student social emotional health and promoting mental health prevention, intervention, and multitiered systems of support efforts in schools. While a growing body of literature supports the SEHS-S-2020 measure for assessing student covitality, there is less validation evidence specifically for middle school-aged adolescents (Grades 6-8 in the U.S.). The present study aimed to fill this gap in the literature by examining its use for younger adolescents. Study participants included 9,426 students from 32 counties in California located across urban, suburban, and rural communities and 414 students in Grades 6-8 (ages 11-13 years) from two middle schools. Data analyses examined structural validity, internal consistency, measurement invariance, criterion validity, predictive validity, and response stability. Results indicate excellent fit indices for a four-level higher-order measurement model, with strong concurrent and one-year predictive validity coefficients, providing support for using the SEHS-S-2020 measure for use among young adolescents in middle school settings. The discussion focuses on implications for assessing students’ psychosocial assets and universal school-based screening during this crucial developmental transition .
The Social Emotional Health Survey-Secondary-2020 (SEHS-S-2020) is a well-studied option for assessing social emotional health to support students within a multitiered system of school support. While a growing body of literature supports the SEHS-S-2020 measure for assessing student covitality, there is less validation evidence specifically for middle-school-aged students. The present study aimed to fill this gap in the literature by examining its use for younger adolescents. Study participants were from two samples, including a cross-sectional sample with 9,426 students in Grades 7–8 from 32 counties in California and a longitudinal sample with 414 students in Grades 6–8 from two middle schools. Data analyses examined structural validity, internal consistency, measurement invariance, criterion validity, predictive validity, and response stability. Results indicate excellent fit indices for a four-level higher-order measurement model, with adequate concurrent and one-year predictive validity coefficients, supporting the use of the SEHS-S-2020 measure with young adolescents in middle school settings. The discussion focuses on implications for assessing students’ psychosocial assets, universal school-based screening, and cultural and intersectionality considerations when interpreting SEHS-S-2020 responses.
While innumerable factors may impede a former foster student’s educational or vocational success, less empirical attention has focused on systemically exploring psychosocial attributes among this resilient population. Utilizing a Strengths-Based Assessment (SBA) framework, this study expands upon recommendations for holistic and resiliency-informed assessments among former students in foster care. This pilot study informs a longitudinal investigation to systematically identify patterns of well-being among a highly resilient group of students pursuing post-secondary degrees. An exemplar multifaceted, strength-based framework with robust psychometric properties and international applications, known as Covitality, offers a promising framework for measuring well-being from the college student’s perspective. Partnering with a community organization aims of this study include: (a) uncover patterns of well-being among a culturally rich and resilient population using a holistic measure of well-being (i.e., SEHS-HE), (b) identify positive psychological interventions uniquely tied to Covitality data, and (c) highlight qualitative feedback to amplify student voice and well-being promotion. 156 former foster youth responded to the SEHS-Higher Education (SEHS-HE) survey across two periods (Spring 2019, n = 80, and Spring 2021, n = 76). Data analytic methods included (1) descriptive statistics and parametric testing at wave one and (2) longitudinal analyses. Results from wave one participants indicate statistically significant differences (p < .05) in total Covitality by ultimate career goal, and Covitality significantly predicted life satisfaction among former foster youth. Implications for practice, positive psychological interventions, limitations, and future directions are offered to propel efforts towards centering resiliency, well-being, and educational success.
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