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ABSTRACT
The Family Empowerment Scale (FES) is one of the most widely used measures for assessing the empowerment of caregivers of youth with emotional difficulties. The purpose of this study was to examine the internal factor structure, score reliability, and convergent validity of the FES scores with caregivers of youth who had recently departed therapeutic residential care. Results indicated that the hypothesized three-factor model fit the data adequately with caveats. FES scores were reliable based on coefficient alpha and omega, and evidence of convergent validity with caregiver self-efficacy was moderate to strong.
Acknowledgments
This research was supported by the U.S. Department of Education through Grant #R324A120260 to the University of Nebraska – Lincoln. The opinions expressed are those of the authors and do not necessarily represent the views of the Institute of Education Sciences or the U.S. Department of Education.
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Notes on contributors
Matthew C. Lambert
Matthew C. Lambert is an Associate Professor in the Department of Special Education and Communication Disorders at University of Nebraska-Lincoln. He has published extensively on three related areas of research that cut across the fields of special education, child welfare, and educational psychology: (1) emotional and behavioral difficulties, (2) strength-based child behavior assessment, and (3) cross-cultural assessment of behavioral constructs. Matthew is also a co-author of the Behavioral and Emotional Rating Scale–3 (BERS) and an international adaptation of the BERS. His work has been funded by the Department of Education’s Institute of Education Sciences.
Alexandra L. Trout
Alexandra L. Trout is a Research Professor and Co-Director of the Academy for Child and Family Well-being at the University of Nebraska-Lincoln. Alex has spent the past two decades working on research-to-practice programs designed to address the broad risks of children and youths with emotional and behavioral disorders (EBD) and their families served in the continuum of care. Her work includes the development and evaluation of educational, dropout prevention, placement stability, and health literacy interventions. Her current work is funded by the Department of Education’s Institute of Education Sciences.
Jacqueline Huscroft-D’Angelo
Jacqueline Huscroft-D’Angelo is an Associate Research Professor at the Academy for Child and Family Well-Being at the University of Nebraska-Lincoln (UNL). Dr. Huscroft-D’Angelo focused on developing and evaluating interventions for students at-risk or identified with emotional and behavioral disorders. This includes looking at how to support youths in out-of-home care settings who are transitioning back to home and school, dropout prevention, promoting school engagement, and family support. Her work has been funded by the Department of Education's Institute of Education Sciences and the Education Innovation and Research competition.
Kristin Duppong Hurley
Kristin Duppong Hurley is a Research Professor and Co-Director of the Academy for Child and Family Well-being at the University of Nebraska-Lincoln. Kristin is focused on the development and implementation of interventions for families of youth with emotional or behavioral needs. She is investigating how to best support parental involvement in their child’s education and mental health services; examining the implementation of in-home family-support for at-risk children; and studying to role of parental involvement with at-risk secondary students in relation to academic outcomes. Her current work is funded by the Department of Education’s Institute of Education Sciences.