ABSTRACT
Assessment of social skills of children and adolescents has been a topic of strong interest in the fields of education and psychology since the 1970s (Merrell & Gimpel, 1998). School and clinical child psychologists, special educators, and professionals from related fields who work with children and adolescents encounter numerous assessment and intervention questions that require a sound knowledge of the overall construct of social skills and effective methods of assessing these skills. Understanding one’s skills from a strength-based perspective has also come to the forefront of research and practice as the “positive psychology” movement has gained momentum.
