Resilience Project Competence Measure *
| Item Number |
Label | Item Description (see Coding Manual) | Good Work | Acceptable Work | Needs Work | ||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 9 | 8 | 7 | 6 | 5 | 4 | 3 | 2 | 1 | |||
| 1 |
Emotional responsiveness |
Ability to respond empathically to the child’s statements and behaviors by reflecting and labeling feelings |
9 | 8 | 7 | 6 | 5 | 4 | 3 | 2 | 1 |
| 2 | Boundaries | Ability to maintain appropriate psychological and physical boundaries that promote the child’s autonomy and competence |
9 | 8 | 7 | 6 | 5 | 4 | 3 | 2 | 1 |
| 3 |
Language/ verbal communication |
Ability to use developmentally appropriate language that clearly conveys both the concepts/skills and the implementer’s empathic connection to the child (e.g., warm, enthusiastic tone, use of specific praise) |
9 | 8 | 7 | 6 | 5 | 4 | 3 | 2 | 1 |
| 4 | Pacing/ focus | Ability to strategically and sensitively adjust the pace of the session to the needs of the child while remaining focused on relevant aspects of the session content |
9 | 8 | 7 | 6 | 5 | 4 | 3 | 2 | 1 |
| 5 | Active learning | Ability to effectively use interactive strategies, such as demonstrations and role-plays, to introduce, teach and reinforce concepts and skills |
9 | 8 | 7 | 6 | 5 | 4 | 3 | 2 | 1 |
| 6 |
Individualizing / Tailoring |
Ability to use flexibly tailor teaching and concepts/skills so that they are meaningful for the child and his/her context |
9 | 8 | 7 | 6 | 5 | 4 | 3 | 2 | 1 |
| 7 | In vivo | Ability to use spontaneous material such as the child’s presentation, story, or observations to introduce/teach /reinforce skills or concepts |
9 | 8 | 7 | 6 | 5 | 4 | 3 | 2 | 1 |
©
Rochester Resilience Project, University of Rochester
*
Contact authors for complete measure and scoring