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Measuring social-emotional development in middle childhood: the Middle Years Development Instrument

Thomson, Kimberly C., Oberle, Eva, Gadermann, Anne M., Guhn, Martin, Rowcliffe, Pippa and Schonert-Reichl, Kimberley A. 2018, Measuring social-emotional development in middle childhood: the Middle Years Development Instrument, Journal of applied developmental psychology, vol. 55, March-April, pp. 107-118, doi: 10.1016/j.appdev.2017.03.005.

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Title Measuring social-emotional development in middle childhood: the Middle Years Development Instrument
Author(s) Thomson, Kimberly C.ORCID iD for Thomson, Kimberly C. orcid.org/0000-0002-4508-2463
Oberle, Eva
Gadermann, Anne M.
Guhn, Martin
Rowcliffe, Pippa
Schonert-Reichl, Kimberley A.
Journal name Journal of applied developmental psychology
Volume number 55
Season March-April
Start page 107
End page 118
Total pages 12
Publisher Elsevier
Place of publication Amsterdam, The Netherlands
Publication date 2018-03
ISSN 0193-3973
Keyword(s) Social-emotional development
Well-being
Middle childhood
Measurement
Population-level
Knowledge translation
Summary This paper discusses the conceptualization, development, validation, and application of the Middle Years Development Instrument (MDI) – a population-based child self-report tool that assesses children's social-emotional development and well-being in the context of their home, school, and neighborhood. The MDI is administered at a population-level to 4th and 7th grade students within participating public school districts across British Columbia, Canada. Children respond to items in five domains: (1) social-emotional development, (2) connectedness to peers and adults, (3) school experiences, (4) physical health and well-being, and (5) constructive use of after-school time. Results are aggregated for schools and communities and reported back in comprehensive reports and community maps to inform planning and decision making at local and regional levels. Shared testimonials exemplify how MDI results have been used by educators, community organizers, and city planners as a catalyst for promoting children's social and emotional competence and facilitating collaboration between schools and communities.
Language eng
DOI 10.1016/j.appdev.2017.03.005
Field of Research 1701 Psychology
1702 Cognitive Science
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2017, The Authors
Free to Read? Yes
Use Rights Creative Commons Attribution Non-Commercial No-Derivatives licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30113339

Document type: Journal Article
Collections: School of Psychology
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.