Academic and Social Self-Efficacy Scale

Gresham, Frank M.; Evans, Sally; Elliott, Stephen N.

doi:10.1037/t16467-000

Cited by 3 publications

(4 citation statements)

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“…The CASSS is an appropriate measure of perceived social support for use with children and adolescents [ 34 ]. Other commonly used measures of social support for children such as the Social Skills Rating System (SSRS) [ 36 ]and the Student Self-Concept Scale (SSCS) [ 37 ]are used to measure how students feel or what they do, while the CASSS measures how children and adolescents feel about what others do to them or how others support them. The CASSS is a measure of perceived social support that is multidimensional and can advance understanding of the role of social support in the lives of children [ 34 ].…”

Section: Methodsmentioning

confidence: 99%

Depression and quality of life in children with sickle cell disease: the effect of social support

Sehlo

Kamfar

2015

BMC Psychiatry

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BackgroundThe majority of available studies have shown that children with sickle cell disease (SCD) have a higher risk of depressive symptoms than those without. The present study aimed to: assess the prevalence of depression in a sample of children with SCD; evaluate the association between disease severity, social support and depression, and the combined and/or singular effect on health-related quality of life (HRQL) in children with SCD; and show the predictive value of social support and disease severity on depression.MethodsA total of 120 children were included in the study, 60 (group I) with SCD and 60 matched, healthy control children (group II). Depression was assessed in both groups using the Children’s Depression Inventory (CDI) and the Children’s Depression Inventory-Parent (CDI-P). Children with CDI and CDI-P scores of more than 12 were interviewed for further assessment of depression using the Diagnostic Interview Schedule for Children Version IV (DISC-IV). The Pediatric Quality of Life Inventory Version 4.0 Generic Core Scales (PedsQL 4.0) was used to assess HRQL in both groups, and social support was measured with the Child and Adolescent Social Support Scale (CASSS).ResultsEight (13%) of the 60 children with SCD had CDI and CDI-P scores of more than 12 (CDI mean score 14.50 ± 1.19, CDI-P mean score 14.13 ± 1.12), and were diagnosed as having clinical depression using the diagnostic interview DISC-IV. For group I, HRQL was poor across all PedsQL 4.0 domains in both self- and parent-reports (P < 0.001) compared with group II. A higher level of parent support was a significantly associated with decreased depressive symptoms, demonstrated by lower CDI scores. Better quality of life was shown by the associated higher total PedsQL 4.0 self-scores of children with SCD (B = −1.79, P = 0.01 and B = 1.89, P = 0.02 respectively).ConclusionsThe present study demonstrates that higher levels of parent support were significantly associated with decreased depressive symptoms and better quality of life in children with SCD. Interventions focused on increasing parent support may be an important part of treatment for depression in children with SCD.

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Section: Methodsmentioning

confidence: 99%

Depression and quality of life in children with sickle cell disease: the effect of social support

Sehlo

Kamfar

2015

BMC Psychiatry

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“…The Current School Performance reported by teachers at first grade is one of the three subscales of the Child Evaluation scale (Gresham, Elliott, & Evans-Fermandez, 1993) (the other two are Work Habits and Social Skills with Peers). The Current School Performance subscale obtains information about the child’s academic grades, rated on a 5-point scale with 1 below grade level and 5 excellent in each of six subjects (i.e., reading, oral language, written language, math, social studies, and science).…”

Section: Methodsmentioning

confidence: 99%

“…The Current School Performance subscale obtains information about the child’s academic grades, rated on a 5-point scale with 1 below grade level and 5 excellent in each of six subjects (i.e., reading, oral language, written language, math, social studies, and science). Reliability of .93 has been reported (Vandell & Pierce, 1998), as well as acceptable validity (Gresham et al, 1993). The total score of the Current School Performance was obtained by averaging the six items.…”

Section: Methodsmentioning

confidence: 99%

Abstract

Brooks‐Gunn

Han

Waldfogel

2010

Monographs of the Society for Research in Child Development

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Using data from the first 2 phases of the NICHD Study of Early Child Care, we examine the links between maternal employment in the first 12 months of life and cognitive, social, and emotional outcomes for children at age 3, age 4½, and first grade. Drawing on theory and prior research from developmental psychology as well as economics and sociology, we address three main questions. First, what associations exist between first-year maternal employment and cognitive, social, and emotional outcomes for children over the first seven years of life? Second, to what extent do any such associations vary by the child’s gender and temperament, or the mother’s occupation? Third, to what extent do mother’s earnings, the home environment (maternal depressive symptoms, sensitivity, and HOME scores), and the type and quality of child care mediate or offset any associations between first-year employment and child outcomes, and what is the net effect of first-year maternal employment once these factors are taken into account? We compare families in which mothers worked full time (55%), part time (23%), or did not work (22%) in the first year for non-Hispanic white children (N=900) and for African-American children (N=113). Comparisons are also made taking into account the timing of mothers’ employment within the first year. A rich set of control variables are included. OLS and SEM analyses are constructed. With regard to cognitive outcomes, first, we find that full-time maternal employment in the first 12 months of life (but not part-time employment) is associated with significantly lower scores on some, but not all, measures of cognitive development at age 3, 4 ½, and first grade for non-Hispanic white children, but with no significant associations for the small sample of African-American children Part-time employment in the first year is associated with higher scores than full-time employment for some measures. Employment in the second and third year of life is not associated with the cognitive outcomes. Second, we examine the role of the child’s gender and temperament and the mother’s occupation in moderating the associations between first-year maternal employment and cognitive outcomes, but find few significant interactions for either child characteristics or mother’s occupation. Third, we examine the role of an extensive set of potential mediators – the mother’s earnings, the home environment, and the type and quality of child care. We find that mothers who worked full time have higher income in the first year of life and thereafter, that mothers who worked part time have higher HOME and maternal sensitivity scores than mothers who did not work or worked full time, and that mothers who worked either full time or part time were more likely to place their children in high-quality child care by age 3 and 4 ½ and their children spent more time in center-based care by age 4 ½ than in families where mothers did not work in the first year of life. However, we also find some links between first-year maternal employment and elevated...

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“…Research suggests that each aspect of social competence is related to others in only a weak to moderate magnitude, but multiple measures yield stronger relationships (Achenbach, McConaughy and Howell, 1987;Dodge, 1985;Hops & Finch, 1985). Many instruments to measure social competence have currently been developed which tap into each of the domains represented in Dodge's model (see for example: Achenbach, 1991;Asher, Hymel & Renshaw, 1984;Glow & Glow, 1982Gresham & Elliott, 1990;Harter & colleagues, 1983Harter & colleagues, , 1984Harter & colleagues, , 1985Hughes, Boodoo, Alcala, et al, 1989;Hutton & Roberts, 1989;Lindsay & Lindsay, 1982;MacMullin, 1988;McGrath & Francey, 1991;Rose-Krasnor, 1985;Russell, 1982;Shure & Spivack, 1972;Walker & McConnell, 1988;Wheeler & Ladd, 1982;Williamson, Moody, Granberry, et al, 1983). In addition to measuring social competence across Dodge's theoretical areas, it is also important to consider sub-dimensions within these areas in a comprehensive assessment.…”

Section: The Concept Of Social Competencementioning

confidence: 99%

Social competence and social skills training for children and adolescents: a literature review

Bayer¹

1996

J. Psychol. Couns. Sch.

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The concept of child and adolescent social competence is complex and multidimensional. Dodge (1985) has attempted to summarise various aspects of the concept into a parsimonious theoretical model. It is suggested that comprehensive assessment of social competence includes measures tapping into a range of dimensions illustrated by the model. A growing body of empirical data links children's low levels of social competence to various forms of maladjustment in adolescence and adulthood. Clinical and educational interventions directed at improving child and adolescent social competence offer a valuable direction for a preventative approach that should be considered and empirically evaluated. Available social skills interventions emerge from three major theoretical foundations: Behavioural, Cognitive Problem Solving, and Structuralist. Populations targeted for intervention also vary from children or adolescents with identified problems in clinical settings, to whole school educational approaches. Empirical comparison of alternative training approaches has demonstrated that social skills training is effective, and a combination of behavioural and cognitive components is important. Issues regarding child characteristics, outcome measures and consideration of wider systems are also discussed.

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Academic and Social Self-Efficacy Scale

Cited by 3 publications

References 0 publications

Depression and quality of life in children with sickle cell disease: the effect of social support

Depression and quality of life in children with sickle cell disease: the effect of social support

Abstract

Social competence and social skills training for children and adolescents: a literature review

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