| This study is an exploratory evaluation of an existing elementary-school-based competence promotion program for children at risk. Two sets of measures were used, the first comprised of standard measures of the type used in previous evaluation studies and the second of measures designed specifically for this study. The dual goals of the study were (1) to test the reliability and validity of these new measures, as well as their potential as appropriate instruments for program evaluation and (2) to begin to explore the effects of these programs on individual children.; Previous research has consistently found an association between competence in children and several specific aspects of self-concept, including the ability to take an active stance towards problems and an expectation of positive outcomes. Yet evaluation studies of competence-promotion programs have paid limited attention to these aspects of self-concept, and no adequate assessment instruments were previously available. Thus, two new measures were designed for this study, the Self-Concept Q-Sort for Children and the Story Completion Test.; The experimental and control groups in this study each consisted of one third grade class, in two urban public schools with racially and ethnically diverse student populations. The experimental group received an 8 session classroom-based competence-promotion intervention. Measures were administered to both groups at pre- and post-test.; Correlation analyses supported the reliability and validity of the new measures. The Story Completion Test (SCT) was able to detect pre- to post-test change among children in the experimental group, although the Q-Sort did not. Further, among the experimental group, clear types of children emerged on the SCT, and there were striking similarities to the ways the different types of children changed or remained the same from pre- to post-test.; Thus, it appears that the SCT has significant potential for use as an evaluation measure for competence-promotion programs. Further, it would appear to have potential as a screening devise for school-based competence promotion programs, to identify children who may need a more intensive intervention in order to enhance their self-concept. |
