Pembina Trails School Division Pembina Trails School Division_G5 Report 2015-2016 Portions of the SDQ displayed in this Report are © Robert Goodman, 2005. Completed Survey includes

Pembina Trails School Division

2 Pembina Trails School Division_G5 Report 2015-2016 Portions of the SDQ displayed in this Report are © Robert Goodman, 2005.

We extend our appreciation to all of our partners for their hard work and commitment to Manitoba's first-ever

province-wide survey of mental health in middle childhood. Also, our gratitude to the local Grade 5 Mental

Health Survey School Coordinators and their support staff for everything they did to make the implementation

of the G5 Survey a success. And a very special thanks to all of the incredible teachers and their students who

committed their time and energy to filling out the questionnaires. Without you, none of this would have been

possible.

Healthy Child Manitoba Office (HCMO) works closely with many partners who are integral to the overall success

of the Grade 5 Survey:

Manitoba Association of School Business Officials (MASBO)

Manitoba Association of School Superintendents (MASS)

Manitoba Child Care Association (MCCA)

Manitoba Education and Training (MET)

Manitoba Families (FAM)

Manitoba School Boards Association (MSBA)

Manitoba School Divisions

Manitoba Teachers’ Society (MTS)

Research Manitoba

Student Services Administrators Association of Manitoba (SSAAM)

University of Manitoba (UM)

Winnipeg Jets True North Foundation

COPYRIGHT NOTICE:

The Grade 5 Mental Health Survey is comprised primarily of the internationally validated Strengths and Difficulties Questionnaire. The Strengths and Difficulties Questionnaires, whether in English or in translation, are copyright documents that are not in the public domain. As such, they may not be modified in any way (e.g. changing the wording of questions, adding questions or administering only subsets of questions). This is to ensure that the SDQ is fully comparable across studies and settings. Similarly, to ensure high quality and consistency, unauthorized translations are not permitted. Paper versions may be downloaded and subsequently photocopied without charge by individuals or non-profit organizations provided they are not making any charge to families. Please visit: www.sdqinfo.org. Users are not permitted to create or distribute electronic versions for any purpose without prior authorization from youthinmind. If you are interested in making translations or creating electronic versions you MUST first contact [email protected].

http://www.sdqinfo.org/

mailto:[email protected]

Pembina Trails School Division_G5 2015-2016 3 Portions of the SDQ displayed in this Report are © Robert Goodman, 2005.

5 Subscales 5

Impact Score 5

Introduction 6

Average Score Results 6

Percentile Results 7

Descriptive Results 8

Percentile and Average Scores 9


Completed Survey includes two questions on self-rated health and self-rated mental health from Statistics Canada's Canadian Community Health Survey, as well as demographic questions regarding important sub-populations: e.g., girls/boys, Indigenous (First Nations, Inuit, and Métis) and newcomer students.

The results of the Grade 5 Mental Health Survey will not be used for the individual assessment of students.

In May 2015, the Healthy Child Committee of Cabinet, on behalf of the Manitoba government, announced the province's Child and Youth Mental Health (CYMH) Strategy. Building on deep, collective commitment to improve the mental health and well-being of all our children and youth (prenatal - adulthood), Manitoba directed a process to strengthen our population-level knowledge of child and youth mental health in the middle years, between early childhood and high school. As part of the process, Manitoba's first-ever province-wide voluntary "census" of Grade 5 mental health was launched in May 2016.

The Grade 5 Mental Health Survey (G5 Survey) was collected in 32 out of Manitoba’s 37 school divisions. It was also collected in 8 Independent schools and 10 First Nation-operated schools.

The G5 Survey is comprised primarily of the internationally validated Strengths and Difficulties Questionnaire (SDQ). Developed by Robert Goodman in 1997, the SDQ is one of the most widely used brief questionnaires for measuring the mental health of children aged 4-17. The SDQ focuses on positive attributes as well as risk symptoms regarding child or youth behaviour in the past six months. The results of the SDQ provide information across multiple subscales which may be used to inform planning, intervention, and measuring progress over time.

The SDQ consists of 25 core items (brief version) with an optional impact supplement and/or follow-up form (extended versions). The SDQ can be administered to parents and teachers of children aged 4-17, and to youth aged 11-17.

The G5 Survey was administered to teachers of youth in Grade 5 (teacher-completed) and to youth in Grade 5 (student-completed). Both surveys use the SDQ’s 25 core items. The G5 Teacher-Completed Survey includes the SDQ Impact Supplement. The G5 Student-


The 25 core items of the SDQ are divided into five subscales: prosocial behaviour, emotional symptoms, peer relationship problems, conduct problems, and hyperactivity/inattention. “Somewhat true” is always scored as 1, but the scoring of “Not true” and “Certainly true” varies according to each item.

The impact score adds the scores on distress, peer relationships and classroom learning. A “0123” scale for each item is used: 0 = Not at all, 1 = Only a little, 2 = A medium amount, 3 = A great deal. The impact score ranges from 0-9. See more details on the following page.

Impact Score (Teacher-Completed) Not at all Only a little A medium amount

A great deal

Difficulties upset or distress child 0 1 2 3

Difficulties interfere with peer relationships 0 1 2 3

Difficulties interfere with classroom learning 0 1 2 3

5 Subscales 25 Items Not true

Somewhat true

Certainly true

Prosocial Behaviour

Considerate of other people’s feelings 0 1 2

Shares readily with other youth, for example pencils, books, food

0 1 2

Helpful if someone is hurt, upset or feeling ill 0 1 2

Kind to younger children 0 1 2

Often offers to help others (parents, teachers, children)

0 1 2

Emotional Symptoms

Often complains of headaches, stomach-aches or sickness

0 1 2

Many worries or often seems worried 0 1 2

Often unhappy, depressed or tearful 0 1 2

Nervous in new situations, easily loses confidence 0 1 2

Many fears, easily scared 0 1 2

Peer Relationship Problems

Would rather be alone than with other youth 0 1 2

Has at least one good friend 2 1 0

Generally liked by other youth 2 1 0 Picked on or bulled by other youth 0 1 2 Gets on better with adults than with other youth 0 1 2

Conduct Problems

Often loses temper 0 1 2

Generally well behaved, usually does what adults request

2 1 0

Often fights with other youth or bullies them 0 1 2

Often lies or cheats 0 1 2

Steals from home, school or elsewhere 0 1 2

Hyperactivity / Inattention

Restless, overactive, cannot stay still for long 0 1 2

Constantly fidgeting or squirming 0 1 2

Easily distracted, concentration wanders 0 1 2

Thinks things out before acting 2 1 0

Good attention span, sees work through to the end 2 1 0


Range of Average Scores

1. Prosocial Behaviour 0-10*

2. Emotional Symptoms 0-10

3. Peer Relationship Problems 0-10

4. Conduct Problems 0-10

5. Hyperactivity/Inattention 0-10

Internalizing (subscales 2 and 3) 0-20

Externalizing (subscales 4 and 5) 0-20

Total Difficulties (subscales 2,3,4 and 5) 0-40

Impact Score 0-9

Self-Rated Health 0-4

Self-Rated Mental Health 0-4

Calculations for the G5 Teacher-Completed Survey and the G5 Student-Completed Survey are made separately. Average score results and percentile results are provided for each survey group. This Report will take a closer look at both of these types of calculations and provide some tips on how to interpret the results.

5 Subscales: The 25 core items of the SDQ are divided into five subscales: prosocial behaviour, emotional symptoms, peer relationship problems, conduct problems and hyperactivity/inattention. Using the survey responses, each child receives a score between 0 and 10 for each of the 5 subscales. Scores are aggregated to produce a group average score.

Total Difficulties: For each child, an overall Total Difficulties score is produced by adding together the scores of the last four subscales: emotional symptoms, peer relationship problems, conduct problems and hyperactivity/inattention (i.e., excluding prosocial behaviour). The Total Difficulties score can range from 0-40. Scores are aggregated to produce a group average score.

Internalizing / Externalizing: Both internalizing and externalizing behaviours are reactions to a youth’s experience of stress. Those with internalizing behaviours may react inwards, towards the self (e.g., social withdrawal, negative perceptions of self-worth). In contrast, those with externalizing behaviours may react outwards, towards others (e.g., aggression, disruption). For each child, an internalizing score is produced by adding together the scores of the subscales: emotional symptoms and peer relationship problems. An externalizing score is produced by adding together the scores of the subscales: conduct problems and hyperactivity / inattention. Both the internalizing and externalizing score can range from 0-20. Scores are aggregated to produce a group average score.

Impact Score: The G5 Teacher-Completed Survey asks teachers whether they think a child has difficulties in one or more of the following areas: emotions, concentration, behaviour or being able to get along with other people. If a teacher perceives a child as

having difficulties, the survey inquires further about whether the teacher thinks these difficulties upset or distress the student, interfere with a student’s peer relationships, or interfere with classroom learning. These three items can be summed to generate an impact score for each child that ranges from 0-9. Scores are aggregated to produce a group average score.

Self-Rated Health / Mental Health: The G5 Student-Completed Survey includes two questions on self-rated health and mental health (“In general, would you say your health is...? /mental health is...?”). Individual scores can range from 0 (Poor) to 4 (Excellent). Scores are aggregated to produce a group average score.

The table below summarizes the range of these average scores:

Low average SDQ scores indicate the absence of a problem and high average SDQ scores indicate the degree of a problem. *The prosocial behaviour subscale is reversed; i.e. higher average scores are preferable. For self-rated health and mental health, high average scores indicate positive health or mental health, while low average scores indicate poor health or mental health.

When interpreting average SDQ score results, in general, you want to see LOW numbers (with the exception of the prosocial behaviour subscale, which is reversed).


No Difficulties

Some Difficulties

Challenging

Very Challenging

The percentage of children scoring between Manitoba’s 0 to 80th percentile

The percentage of children scoring between Manitoba’s 80th and 90th percentile



Anything 80% or HIGHER the better.

Anything 10% or LOWER, the better.



We want to see HIGH numbers.

We want to see LOW numbers.



The MORE children with “No difficulties,” the better.

The MORE children with “Some Difficulties,” the more concern.

The MORE children who are categorized as “Challenging,” the more concern.

The MORE children who are categorized as “Very Challenging,” the more concern.

In addition to average scores, survey results are also shown using percentiles. Percentiles are used to help determine the proportion of children in a school division that fall within four categories (depending on how high or low the scores are):

1) No Difficulties The percentage of children scoring between Manitoba’s 0 and 80th percentile.

2) Some Difficulties The percentage of children scoring between Manitoba’s 80th and 90th percentile.

3) Challenging The percentage of children scorings between Manitoba’s 90th and 95th percentile.

4) Very Challenging The percentage of children scoring between Manitoba’s 95th and 100th percentile.

It is anticipated that the data collected from your site (e.g. School Division) will be similar to Manitoba’s baseline data sample. If the data collected from your site is similar to Manitoba’s baseline data sample, this means that your site is essentially on par with the rest of Manitoba.

On the other hand, if the data collected from your site is different from Manitoba’s baseline data sample this may be interpreted as either a need or a strength (depending on the direction of results).

When interpreting percentile results, the more children with “No Difficulties,” the better. Alternatively, the more children who are categorized as “Very Challenging,” the more concern.

The table below can be used as a quick reference table. It also includes some more tips on how to interpret percentile results found throughout the rest of this report.

Interpreting School Division Percentiles: Quick Reference Table


Descriptive Results

The Number of Surveys Used in the Table Below 927

Student-Completed

Average Age 10.8 Years

Years

Number of Boys 453 (48.9%) Number of Girls 448 (48.3%) Immigrated Recently (past two years) 47 (5.1%) Immigrated Recently (past five years) 116 (12.5%)

Born in...

Canada 675 (72.8%) North America 34 (3.7%) South America 7 (0.8%) Asia 97 (10.5%) Europe 20 (2.2%) Africa 44 (4.7%) Australia 1 (0.1%)

Self Identify as... Note: students can answer more than one ethnicity

Arab 31 (3.3%) Asian 138 (14.9%) Black 44 (4.7%) Filipino 38 (4.1%) Latin American 8 (0.9%) White 379 (40.9%) First Nations 62 (6.7%) Inuit 2 (0.2%) Métis 28 (3.0%)

Other 122 (13.2%)

Number of self-reported ethnic identities

1 Ethnic Identity 589 (63.5%)

2 Ethnic Identities 96 (10.4%)

3 or more Ethnic Identities 21 (2.3%)

No Response 221 (23.8%)

The table below provides the student information for the G5 Survey in your site. It is based on the number of

Student-Completed Surveys. Note: The survey response options related to self-identity are multiple response; i.e., the

total in the self-identity category may add up to more than 100%.


Percentiles and Average Scores


Teacher-Completed No

Difficulties (%)

Some Difficulties

(%)

Challenging (%)

Very Challenging

(%)

Average Scores

1. Prosocial Behaviour 87% 6% 3% 4% 7.8

2. Emotional Symptoms 83% 6% 6% 5% 1.9

3. Peer Relationship Problems 85% 9% 2% 3% 1.4

4. Conduct Problems 83% 10% 4% 3% 1.1

5. Hyperactivity/Inattention 83% 8% 9% 0% 3.0

Internalizing (subscales 2 and 3) 81% 9% 4% 6% 3.3

Externalizing (subscales 4 and 5) 83% 11% 3% 4% 4.0

Total Difficulties (subscales 2,3,4 and 5) 81% 9% 5% 4% 7.3

Impact Score 83% 6% 7% 3% 1.9


Student-Completed No

Difficulties (%)

Some Difficulties

(%)

Challenging (%)

Very Challenging

(%)

Average Scores

1. Prosocial Behaviour 85% 13% 0% 2% 8.2

2. Emotional Symptoms 84% 7% 6% 2% 2.9

3. Peer Relationship Problems 86% 6% 3% 3% 2.2

4. Conduct Problems 87% 6% 2% 3% 1.4

5. Hyperactivity/Inattention 83% 11% 3% 2% 3.2

Internalizing (subscales 2 and 3) 87% 6% 1% 5% 5.1

Externalizing (subscales 4 and 5) 84% 7% 6% 2% 4.7

Total Difficulties (subscales 2,3,4 and 5) 83% 7% 4% 4% 9.8

Student-Completed Excellent

(%) Very Good

(%) Good (%)

Fair (%)

Poor (%)

Average Scores 0 = Poor

4 = Excellent

Self-Rated Health 41% 34% 18% 4% 1% 3.1

Self-Rated Mental Health 42% 31% 14% 4% 2% 3.1

The tables below show the proportion of children in your site with scores

that reflect: 1) No Difficulties; 2) Some Difficulties; 3) Challenging; and

4) Very Challenging (as measured against Manitoba’s baseline sample).

The average score results are also presented (far right column).

See pages 6-7 for help interpreting results.

Reader’s Tip:

When interpreting average SDQ score results, in

general, you want to see LOW numbers (with the

exception of the prosocial behaviour subscale).

When interpreting self-rated health/mental health,

you want to see HIGH numbers.


Healthy Child Manitoba Office

3rd floor - 332 Bannatyne Avenue Winnipeg, Manitoba R3A 0E2

Phone: 204-945-2266 Toll free: 1-888-848-0140

Fax: 204-948-2585 E-mail: [email protected]

Alternate formats available upon request

Documents

Pembina Trails School Division Pembina Trails School Division_G5 Report 2015-2016 Portions of the SDQ displayed in this Report are © Robert Goodman, 2005. Completed Survey includes