The CoVitality SEHS, partially funded by IES at the US Department of Education, aligns with national frameworks of social-emotional competencies, measuring student strengths. There are three forms for use in corresponding grade levels: primary, secondary, and higher education.
Empathy, Optimism, Persistence, Self-Control, Zest, Gratitude, Self-Efficacy, Family Coherence, Peer Support, School Support
Access and Use
Michael Furlong, PhD
Allen, K-A., Furlong, M. J., Suldo, S., & Vella-Brodrick, D. (Eds.). (2021). Handbook of positive psychology in schools (3nd ed.). Routledge, Taylor & Francis.
Hinton, T., Dowdy, E., Nylund-Gibson, K., Furlong, M. J., & Carter, D. (2020). Examining the Social Emotional Health Survey-Secondary for use with Latinx youth. Journal of Psychoeducational Assessment. https://doi.org/10.1177/0734282920953236
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Wilkins, B., Boman, P., & Mergler, A. (2015). Positive psychological strengths and school engagement in primary school children. Cogent Education, 2, 1–11. doi:10.1080/2331186X.2015.1095680
Zachariah, S., Boman, P., Mergler, A., & Furlong, M. J. (2015). Effect of self-deception on well-being and anxiety in university students. Cogent Psychology, 2, 1–17. doi:10.1080/23311908.2014.993850
Furlong, M. J., You, S., Shishim, M., & Dowdy, E. (2017). Development and validation of the Social Emotional Health Survey–Higher Education version. Applied Research in Quality of Life, 12, 343–367. doi:10.1007/s11482-016-9464-9
Furlong, M. J., Nylund-Gibson, K., Dowdy, E., Wagle, R., Hinton, T., & Carter, D. (2020). Modification and standardization of Social Emotional Health Survey-Secondary— 2020 edition. Santa Barbara, CA, University of California Santa Barbara, International Center for School Based Youth Development. https://www.covitalityucsb.info/sehs-measures/index.html
Renshaw, T. R. (2016). Technical adequacy of the Positive Experiences at School Scale with Adolescents. Journal of Psychoeducational Assessment, 33, 757–768. doi:10.1177/0734282915627920