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W e would also like to thank Christopher Parker, Northern Illinois University, for sharing his statistical expertise with us for some of the analyses.

In this study, we use a large, representative sample to conduct confirmatory factor, reliability, and correlational analyses of scores on the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, Elliott, Nolten, 1999).

These analyses revealed evidence of reliability, a four-factor structure (Parent, Teacher, Classmate, and Close Friend subscales), and construct validity.

The results of this study indicate that the CASSS covaries as predicted with the clinically important constructs of self-concept, social skills, and behavioral indicators.

There is evidence that the CASSS can be used to understand children and adolescents perceived social support.

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Participant Characteristics CFA Results for the CASSS (Level 1 and Level 2) Figures - uploaded by Michelle Kilpatrick Demaray Author content All figure content in this area was uploaded by Michelle Kilpatrick Demaray Content may be subject to copyright.

Adolescent Anger Rating Scale Software For Free Public Full

Discover the worlds research 20 million members 135 million publications 700k research projects Join for free Public Full-text 1 Content uploaded by Michelle Kilpatrick Demaray Author content All content in this area was uploaded by Michelle Kilpatrick Demaray on Dec 21, 2017 Content may be subject to copyright.

In this study, we use a large, represen- tative sample to conduct conrmatory factor, reliability, and correlational analyses of scores on the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, Elliott, Nolten, 1999).

These analyses revealed evidence of reliability, a four -factor structure (Parent, Teacher, Classmate, and Close Friend subscales), and construct validity.

There is evidence that the CASSS can be used to under- stand children and adolescents perceived social support.

With recent tragic events in several of the schools in the United States, the general public and news media have been placing a great emphasis on the support that our students are perceiving in schools from adults and peers.

Are they supported or rejected by peers Do adults notice when students are struggling socially or academically in school These are questions that school per- sonnel and support staff may nd themselves asking, yet these staff are not often well-equipped with the tools needed to answer these questions.

Furthermore, social suppor t plays an important role in the lives of children, and has been linked to many positive psychological and physical outcomes (East, Hess, Lerner, 1987; Forman, 1988; Kloomok Cosden, 1994; Shumaker Brownell, 1984; Uchino, Cacioppo, Kiecolt-Glaser, 1996; W enz-Gross Siperstein, 1997).

This study can help put appropriate measurement tools in the hands of school psychologists and educators to help answer important questions about childrens and adolescents perceptions of social support.

Specically, we present a new measure of social support titled the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, Elliott, Nolten, 1999).

Further investigations of this psychosocial construct may advance our understanding of the role of social support in the lives of children and adolescents and lead to the development of effective psycho- logical interventions for children.

Social Suppor t: Definition, Theor y, and Measurement A variety of denitions of social support have been proposed.

Cobb s (1976) classic deni- tion consisted of three components of social support: feeling loved, feeling valued or esteemed, and belonging to a social network.

T ardy (1985) proposed a model that dened the important aspects of social support.

T ardys model addressed ve dimensions in the conceptualization of social support: direction, disposition, description evaluation, content, and network.

In this model, direction refers to whether social support is being given or received.

There are two dimensions to disposition: availability (what support someone has access to) or enacted (what suppor t someone has utilized).

Description evaluation refers to whether an evaluation of an individuals social support or simply a description This work is coauthored; order of authorship is random.

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