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Community Involvement – Seattle Social Development Project
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About Community Involvement – Seattle Social Development Project
Scale Name
Community Involvement – Seattle Social Development Project
Author Details
Michael W. Arthur, J. David Hawkins, John A. Pollard, Richard F. Catalano, and A. J. Baglioni Jr. (2002)
Translation Availability
English
Background/Description
The Community Involvement – Seattle Social Development Project, developed by Michael W. Arthur, J. David Hawkins, John A. Pollard, Richard F. Catalano, and A. J. Baglioni Jr. in 2002, is a youth-report questionnaire designed to measure students’ perceptions of the opportunities and rewards for prosocial activities in their communities. Targeting students aged 11-18 (grades 6-12) in urban settings, the scale was part of the Seattle Social Development Project, a longitudinal study focused on identifying risk and protective factors for youth problem behaviors. Cited in Dahlberg et al. (2005), it aligns with the social development model (Hawkins & Weis, 1985), assessing how community opportunities (e.g., access to extracurricular activities) and rewards (e.g., recognition for positive contributions) foster prosocial behavior and reduce delinquency.
The scale comprises 8 items divided into two subscales: opportunities (4 items, e.g., “There are activities in my community for young people”) and rewards (4 items, e.g., “People in my community notice when I do something good”). Items are rated on a 4-point Likert scale (1 = “never” to 4 = “very often”). Scores are summed per subscale (range: 4-16 each), with higher scores indicating greater perceived opportunities or rewards. Validated in diverse urban samples, it is used to assess community engagement, predict prosocial behavior, and inform community-based prevention programs.
Psychologists, educators, and public health researchers use the scale to evaluate perceived community support for prosocial behavior, study protective factors, and design interventions. Its dual-subscale structure and strong reliability are strengths, though its youth-only perspective and English-only availability may limit comprehensive assessment and cross-cultural use.
Administration, Scoring and Interpretation
- Obtain a copy of the scale from authorized sources, such as Dahlberg et al. (2005) Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths or Seattle Social Development Project publications, ensuring ethical use permissions.
- Explain the purpose to respondents, noting that it assesses perceptions of community opportunities and rewards for positive behaviors to promote healthy development, emphasizing anonymity and using age-appropriate, non-judgmental language.
- Provide instructions, asking students to rate the frequency of opportunities and rewards in their community, using the 4-point scale.
- Approximate time for completion is 2-3 minutes, given the 8-item format.
- Administer in a classroom or research setting, using paper or digital formats, ensuring a private environment. Oral administration may be used for students with reading difficulties.
Reliability and Validity
The Community Involvement – Seattle Social Development Project demonstrates strong psychometric properties, as reported in Dahlberg et al. (2005). Internal consistency is robust, with Cronbach’s alpha of 0.78 for opportunities and 0.85 for rewards, indicating good to excellent item cohesion. Test-retest reliability is not reported, but stability is inferred to be moderate to high based on similar community measures (r ≈ 0.60-0.80 over weeks).
Convergent validity is supported by correlations with related constructs, such as increased prosocial behavior (r ≈ 0.20-0.40) and reduced delinquency (r ≈ -0.15 to -0.35). Discriminant validity is evidenced by weaker correlations with unrelated constructs, like academic performance (r < 0.30). Criterion validity is demonstrated by its ability to predict positive behavioral outcomes in longitudinal studies. Factor analyses are not detailed, but the two-factor structure (opportunities, rewards) supports construct validity. The strong reliability makes it robust, though pairing with adult-reported measures (e.g., Collective Efficacy, Sampson et al., 1997) can enhance accuracy.
Available Versions
09-Items
Reference
Dahlberg, L. L., Toal, S. B., Swahn, M. H., & Behrens, C. B. (2005). Measuring violence-related attitudes, behaviors, and influences among youths: A compendium of assessment tools. Centers for disease control and prevention.
Important Link
Scale File:
Frequently Asked Questions
What does the Community Involvement – Seattle Social Development Project measure?
It measures students’ perceptions of opportunities and rewards for prosocial activities in their communities.
Who can use the scale?
Psychologists, educators, and researchers studying students aged 11-18.
How long does the scale take to complete?
It takes about 2-3 minutes.
Is the scale specific to certain groups?
It targets urban students aged 11-18.
Can the scale inform interventions?
Yes, it supports prevention programs with strong reliability (α = 0.78-0.85).
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