Becoming a Brilliant Star
Holistic Assessment

Annotated Bibliography

Prepared by: W. Huitt
Last revised: September 2008

Intrapersonal Domains Across Ages

Physical Development

• PECentral
  Includes a variety of assessment ideas, instruments, and procedures for physical activity, health, fitness, and nutrition

• Vitality Compass
  Provides information on biological age, life expectancy, healthy life expectancy and blue zone years using self-report data

Perception/ Awareness

Cognition/Thinking (Information Processing)

Cognition/Thinking (Cognitive Development)

Affect/Emotion

• Overall
  • Epstein, M., & Sharma, J. (1998). Behavioral and emotional rating scale: A strength-based approach to assessment. Austin, TX: PRO-ED.
    The BERS is a survey measuring behavioral and emotional strengths of children ages five to 18. It provides an overall strength quotient, and addresses five dimensions. The dimensions most relevant to emotional competence are the interpersonal, intrapersonal, and affective strength domains. The BERS has strong content validity, moderate to high reliability, consistency among raters, stability overtime, and adequate convergent validity with several measures (Epstein, Harniss, Pearson, and Ryser, 1999).
    
  • Mayer, J. D., Salovey, P., & Caruso, D. (1997). Emotional IQ test (CD ROM). Needham, MA: Virtual Knowledge.
    • The Multifactor Emotional Intelligence Scale (MEIS) was used to measure emotional intelligence prior to implementation and again after the conclusion of the Connecting program. The MEIS consists of eight tasks that are divided into components representing three levels of emotional reasoning ability: perceiving, understanding, and regulating emotions. The scale yields four scores: and overall score reflecting general emotional intelligence and a score for each of the three emotional reasoning abilities. The short version of the MEIS consists of 258 items, and is scored by an expert scoring method, in which each response is compared with an expert answer, or one that MEIS experts believe is the most accurate assessment of a particular ability (Lam, and Kirby, 2002).
    • The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) is an extension of the MEIS. This test also an ability test designed to measure aspects of emotional intelligence. However, it was designed for use with individuals 17 years old an up. The MSCEIT measures the following four branches of emotional intelligence:
      • Identifying emotions - the ability to recognize how you and those around you are feeling. The examinee is presented with faces and situations, and are asked to pick out the extent to which certain feelings are present.
      Using emotions - the ability to generate an emotion, and then reason with this emotion. Examinees are asked to imagine specific events that trigger particular feelings - while feeling each feeling, the examinee is asked to indicate the extent to which the feeling is for instance light or dark, warm or cold.
      • Understanding emotions - the ability to understand complex emotions and emotional 'chains', how emotions transition from one stage to another. Examinees are assessed through definitions of emotions and also through specific situations which they are presented with.
      • Managing emotions - the ability which allows you to manage emotions in yourself and others. Examinees are presented with a range of scenarios and are asked to determine the effectiveness of taking particular actions.
        
• Emotional Expression

  • Parks, S. (1992). Inside HELP-Hawaii Early Learning Profile administration and reference manual. Palo Alto, CA: VORT. [discussed in Denham, S. (1998). Emotional development in young children. New York: Guilford Press.]

    • Expresses affection
    • Shows jealousy at attention given to others, especially other family members
    • Shows a wide variety of emotions (e.g., fear, anger, sympathy, modesty, guilt, joy)
    • Feels easily frustrated
    • Attempts to comfort others in distress
    • Tantrums peak
    • Dramatizes feelings using a doll
    • Fatigues easily
    • May develop sudden fears, especially of large animals
    • Demonstrates extreme emotional shifts and paradoxical responses
    
    
    

• Emotional Regulation

  • Shields, A., & Cicchetti, D. (1997). Emotion regulation in school-aged children: The development of a new criterion Q-sort scale. Developmental Psychology, 33, 906-916.
  The ERC is a survey measuring affective behaviors in school-aged children. It contains two subscales considered as useful in assessment of emotional competence: Lability/Negativity and Emotion Regulation. The Lability/Negativity subscale examines mood swings, angry reactivity, affective intensity, and dysregulated positive emotions. The Emotion Regulation subscale captures emotional understanding, empathy, and equanimity. Internal consistency for these two subscales was .96 for Lability/Negativity and .83 for Emotion Regulation (Buckley, et al., 2003).
   
  • Shields, A., & Cicchetti, D. (1997). Emotion regulation in school-aged children: The development of a new criterion Q-sort scale. Developmental Psychology, 33, 906-916.
    The Q-Sort is related to the ERC, both of which are directly applicable to the measurement of emotional regulation. The Q-Sort measures reactivity, empathy, and socially appropriate expressions. Though administration is somewhat cumbersome, it is suitable for a wide age range, and is useful for longitudinal research.
    
  • Gresham, F., & Elliott, S. (1990). Social skills rating system manual. Circle Pines, MN: American Guidance Services.
  
  The Social Skills Rating System (SSRS) has two forms, one for use with children grades three through six, and another for use with children grades seven through 12. The measure yields scores on three scales, Social Skills, Problem Behaviors, and Academic Competence. However, it has questions within the Social Skills scale that appear to capture several emotional competencies, such as capacity for empathetic responses, affective expression, and emotional regulation and coping (Buckley, et al., 2003).

Conation/Volition

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