Measuring social and emotional functioning as a facet of positive youth development among children and adolescents in special education and mental health treatment

Abstract

AbstractThis study assessed the validity of a set of social and emotional functioning constructs derived from the PYD short form (PYD‐SF) measure within a sample of children and adolescents with one or more mental health diagnoses related to social, emotional, or behavioral challenges. Using repeated measures design, responses to the PYD‐SF and the Social‐emotional assets and resilience scale were collected over two years from 369 students enrolled in special education. Multilevel factor analyses parsed within‐person variability from between‐person differences to understand the internal consistency of the target measures when used with clinical and special education populations. Associations between the social‐emotional constructs from the PYD‐SF and an assessment of social‐emotional assets and resilience were examined. A two‐level confirmatory factor analysis using seven PYD factors and the Social‐Emotional Assets and Resilience Scale indicated a very good model fit; all factor loadings were statistically significant at both levels. Results supported the validity and internal reliability of the social‐emotional constructs from the PYD‐SF measure for assessing the social and emotional competencies of youth with social, emotional, and/or behavioral challenges, but with the caveat that researchers should consider a higher degree of specificity when using it with youth from this population. The broad factors utilized in previous work should be reframed to emphasize separate types of connection. When keeping this revised framing in mind, the social‐emotional constructs of the PYD‐SF measure provide a tool for teachers, parents, and clinicians to use in treatment planning and identifying strategies to support positive development for diverse youth.