The Professional Counselor | Volume 13, Issue 3 228 Social Emotional Health Survey-Secondary The Social Emotional Health Survey-Secondary (SEHS-S) is a 36-item self-report survey designed to assess positive psychological dispositions among adolescents ages 13 to 18 (Furlong et al., 2013). The measure has 12 subscales of positive social–emotional health constructs that create four general traits: (a) emotional competence, (b) engaged living, (c) belief in self, and (d) belief in others. These four traits are combined to make up an overall strength score. Participants rate themselves using a 4-point scale (1 = not at all true, 2 = a little true, 3 = pretty much true, 4 = very much true). Participants’ social–emotional health scores are grouped along a continuum of low, low average, average, high average, and high scores based on a validated national sample of students (Furlong et al., 2018). Initial validation reported high internal reliability scores, including emotional competence (α = .78), engaged living (α = .87), belief in self (α = .76), and belief in others (α = .81; Furlong et al., 2013). Calculated reliability for this study was high (α = .94). The measure also demonstrated strong psychometric properties across validation studies with diverse samples (Lee et al., 2016; You et al., 2014). Child Adolescent Perfectionism Scale The Child Adolescent Perfectionism Scale (CAPS) is one of the most widely used multidimensional measures of perfectionism in children and adolescents (Flett et al., 2016). The CAPS is a 22-item measure designed to assess two subscales: Socially Prescribed Perfectionism (i.e., the perception or belief that others demand perfection from the self) and Self-Oriented Perfectionism (i.e., exceedingly high personal standards). The 22-item measure uses a 5-point scale (1 = false – not at all true of me, and 5 = very true of me), with higher scores indicating greater levels of perfectionism. The CAPS demonstrated good internal reliability, reporting Cronbach’s alpha levels of .86 and .85 for Socially Prescribed Perfectionism and Self-Oriented Perfectionism, respectively. Calculated reliability for this study was .80 for the Socially Prescribed subscale and .76 for the Self-Oriented subscale. Procedures The study utilized a quasi-experimental, non-equivalent groups research design with pretest and posttest. Participants were identified from the sample population using universal screening measures and then assigned to either the treatment group or comparison group using matching procedures based on demographic data and consideration of student availability and intervention group times. Matching aimed to reduce bias by selecting subsets of the treatment and comparison groups with similar observed covariate distributions (Stuart & Rubin, 2007). Participants in the treatment group received the modified CBT-P small group intervention, while participants in the comparison group did not receive the CBT-P small group intervention. Participants in the comparison group were eligible to receive the CBT-P small group intervention the following semester, once the study was completed. Participating master’s-level counselors-in-training (CITs), currently fulfilling their internship requirements through the university’s counseling and psychological services, received the CBT-P guide and a 4-hour training on the CBT-P protocols and conceptual framework (Egan et al., 2014). CITs were eligible to participate in the study if they met the following criteria: (a) they had at least 1 year of previous counseling experience; (b) they had weekly individual supervision; (c) they were in good academic standing with their training program; and (d) they attended all CBT-P training. To ensure treatment fidelity, the CITs received 1-hour weekly group supervision for consultation and support and completed a weekly electronic report. The report collected information on the date of each weekly session, participant attendance, start and end times, unanticipated problems or issues, perceived effectiveness, and a completed checklist of session content.
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