Measures and References: Social Supports

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Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Child: and Adolescent Social Support scale (CASSS) (Malecki et al., 2000): Assessment of a student's perceived Social Supports from parents, teachers, classmates, and school for students in third to twelfth grades

References

Accordino, D. B., & Accordino, M. P. (2011). An exploratory study of face-to-face and cyberbullying in sixth grade students. American Secondary Education, 40(1), 14-30.

Alisic, E., Zalta, A. K., Van Wesel, F., Larsen, S. E., Hafstad, G. S., Hassanpour, K., & Smid, G. E. (2014). Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: Meta-analysis. The British J__ournal of Psychiatry, 204(5), 335-340.

Alliance for Excellent Education. (2018). Science of adolescent learning: Risk taking, rewards, and relationships. Retrieved from https://all4ed.org/science-of-adolescent-learning-risk-taking-rewards-and-relationships/

Antia, S. D., Stinson, M. S., & Gaustad, M. G. (2002). Developing membership in the education of deaf and hard-of-hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education, 7(3), 214-229.

Beck, J. S., Beck, A. T., Jolly, J. B., & Steer, R. A. (2005). Beck Youth Inventories for children and adolescents (2nd ed.). San Antonio, TX: Harcourt Assessment.

Bradshaw, C. P., Sudhinaraset, M., Mmari, K., & Blum, R. W. (2010). School transitions among military adolescents: A qualitative study of stress and coping. School Psychology Review, 39(1), 84-105.

Burlew, A. K., Johnson, C. S., Flowers, A. M., Peteet, B. J., Griffith-Henry, K. D., & Buchanan, N. D. (2009). Neighborhood risk, parental supervision and the onset of substance use among African American adolescents. Journal of Child and Family Studies, 18(6), 680-689.

Caldwell, B., & Bradley, R.H. (2005). HOME inventory administration manual, standard edition. Little Rock: University of Arkansas.

Damsgaard, M. T., Holstein, B. E., Koushede, V., Madsen, K. R., Meilstrup, C., Nelausen, M. K., ... & Rayce, S. B. (2014). Close relations to parents and emotional symptoms among adolescents: beyond socio-economic impact?. International Journal of Public Health, 59(5), 721-726.

Davidson, L. M., & Demaray, M. K. (2007). Social support as a moderator between victimization and internalizing-externalizing distress from bullying. School Psychology Review, 36(3), 383-405.

Delker, B. C., Smith, C. P., Rosenthal, M. N., Bernstein, R. E., & Freyd, J. J. (2017). When home is where the harm is: Family betrayal and posttraumatic outcomes in young adulthood. Journal of Aggression, Maltreatment & Trauma, 1-24.

Demaray, M. K., & Malecki, C. K. (2002a). The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools, 39(3), 305-316.

Demaray, M. K., & Malecki, C. K. (2002b). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly, 17(3), 213-241.

Demaray, M. K., & Malecki, C. K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims in an urban middle school. School Psychology Review, 32(3), 471-490.

DuBois, D. L., Felner, R. D., Meares, H., & Krier, M. (1994). Prospective investigation of the effects of socioeconomic disadvantage, life stress, and social support on early adolescent adjustment. Journal of Abnormal Psychology, 103(3), 511-522.

Gresham, F. M., & Elliott, S. N. (1990). The Social Skills Rating System. Circle Pines, MN: American Guidance Service.

Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations, and psychopathology. Journal of Child Psychology and Psychiatry, 51(6), 706-716.

Kowalski, R. M., & Limber, S. P. (2013). Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health, 53(1), S13-S20.

Malecki, C. K., & Demaray, M. K. (2003). What type of support do they need? Investigating student adjustment as related to emotional, informational, appraisal, and instrumental support. School Psychology Quarterly, 18(3), 231-252.

Malecki, C. K., Demaray, M. K., & Elliott, S. N. (2000). The Child and Adolescent Social Support Scale. DeKalb, IL: Northern Illinois University.

Mishna, F., Khoury-Kassabri, M., Schwan, K., Wiener, J., Craig, W., Beran, T., ... & Daciuk, J. (2016). The contribution of social support to children and adolescents' self-perception: The mediating role of bullying victimization. Children and Youth Services Review, 63, 120-127.

Nelson, R. M., & DeBacker, T. K. (2008). Achievement motivation in adolescents: The role of peer climate and best friends. The Journal of Experimental Education, 76(2), 170-189.

Pungello, E. P., Kupersmidt, J. B., Burchinal, M. R., & Patterson, C. J. (1996). Environmental risk factors and children's achievement from middle childhood to early adolescence. Developmental Psychology, 32(4), 755.

Reynolds, C.R., & Kamphaus, R.W. (1998). The Behavior Assessment System for Children. Circle Pines, MN: American Guidance Service, Inc.

Reynolds, W.M. (2003). Reynolds Bully Victimization Scales for Schools. San Antonio, TX: The Psychological Corporation.

Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.

Sambrano, S., Springer, J., & Hermann, J. (1997). Informing the next generation of prevention programs: CSAP's cross evaluation of the 1994-95 high risk youth grantees. Journal of Community Psychology, 25, 375-395.

Sarsour, K., Sheridan, M., Jutte, D., Nuru-Jeter, A., Hinshaw, S., & Boyce, W. T. (2011). Family socioeconomic status and child executive functions: The roles of language, home environment, and single parenthood. Journal of the International Neuropsychological Society, 17(1), 120-132.

Steinberg, L., & Morris, A. S. (2001). Adolescent development. Annual Review of Psychology, 52(1), 83-110.

Weisz, B. M., Quinn, D. M., & Williams, M. K. (2015). Out and healthy: Being more "out" about a concealable stigmatized identity may boost the health benefits of social support. Journal of Health Psychology, 21(12), 1-10.