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    The Development and Initial Validation of the Preschool Strengths Inventory

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    Owens_ku_0099D_11983_DATA_1.pdf (951.3Kb)
    Issue Date
    2011-08-31
    Author
    Owens, Rhea Lillian
    Publisher
    University of Kansas
    Format
    138 pages
    Type
    Dissertation
    Degree Level
    Ph.D.
    Discipline
    Psychology & Research in Education
    Rights
    This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
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    Abstract
    Psychological assessment is a valuable tool that aids in the process of diagnosis, treatment, and the evaluation of outcomes in therapy. However, assessment has a long history of being skewed towards the negative aspects of human traits and functioning (Lopez & Snyder, 2003; Seligman & Csikszentmihalyi, 2000). There has been a shift in this practice, which includes a greater emphasis on the identification of positive characteristics and the balance of strengths and weaknesses (e.g., Linley & Harrington, 2006; Seligman, Steen, Park, & Peterson, 2005). This movement has made significant gains in the adult and adolescent literature, with the inclusion of multiple strength assessments and clinical interventions (Magyar-Moe, 2009). However, less attention has been given to children. As such, the purpose of this study was to create and begin validating a reliable measure of preschool-aged children's inter- and intra-personal strengths based upon a developmental framework. Four focus groups with parents (N= 16) of preschool-aged children (ages 3-5) and a thorough review of the literature were conducted to identify the strengths preschool-aged children possess. Following item development, the preliminary Preschool Strengths Inventory (PSI) was given to parents (N = 302) of preschool-aged children. An exploratory factor analysis showed five factors best represented the data, which included Strengths of Agreeableness, Strengths of Extraversion/Openness, Strengths of Conscientiousness, Leadership, and Organization. Factor loadings were strong, .50 or higher, with no cross loadings higher than .25. This model was confirmed using a confirmatory factor analysis, with strong internal reliability. The PSI is the first measure of its kind designed for preschool-aged children to identify internal strengths based on developmental literature. Limitations and future directions are discussed.
    URI
    http://hdl.handle.net/1808/10140
    Collections
    • Dissertations [4321]
    • Education Dissertations and Theses [1068]

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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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